White Families' Communications About and Around Race: Conversations Between white Adolescents and Their Mothers.

Though there is substantial research on racial socialization in families of color, there is less on such socialization in white families. To investigate racial socialization in white families, the current study analyzed mixed-methods data from 46 mother-adolescent dyads. Though white parents and their adolescent children largely claimed to not talk about race, they in fact communicated about and around race through various strategies that in effect, maintained white privilege and failed to challenge systems of racial oppression. Very few families in our sample discussed racial discrimination or white privilege, and fewer rooted both at the systems level. Our results highlight situations that prompt conversations about race as well as the ways white families talk about and around race and white privilege.

The Associations between Contextual and Cultural Stressors, Internalizing Symptoms, and Social Support.

The current study aims to examine the associations between neighborhood safety, racial-ethnic discrimination, and depressive symptoms, as well as explore social support as a protective factor using the Minority Stress Model for three different BIPOC groups (i.e. African American, Puerto Rican, and Dominican). African American and Latino youth living in urban environments often encounter multiple stressors at the same time, and it is critical to learn more about how these stressors influence well-being in tandem. The results showed that among African American youth safety concerns were associated with depressive symptoms while discrimination was associated with Latino youth's depressive symptoms.

Lessons of Resistance from Black Mothers to their Black Sons.

In negotiating the anti-Black oppression, Black mothers communicate lessons of resistance in their racial socialization messages to their Black adolescent boys. We investigate whether distinct strategies of resistance for survival, characterized by individual-focused immediate strategies of resistance, and resistance for liberation, strategies of resistance that disrupt systems of anti-Black oppression rooted in furthering collective Black empowerment, are employed in Black mothers' messages to their sons. In this manuscript, we use longitudinal data of Black mothers' of adolescent boys interviews (N = 31) across three time points (6th-11th grade). Our findings indicate the presence of various strategies of resistance for survival and resistance for liberation within Black mothers' preparation for bias socialization.

An Intersectional Approach to Understanding the Academic and Health Effects of Policing Among Urban Adolescents.

This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well-being differ across ethnic-racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic-racial peers. Vicarious stops were prevalent among all groups. The effects of police stops on adolescents' adjustment outcomes were more detrimental for adolescents of color and particularly Black boys relative to their White peers. Implications are discussed regarding how law enforcement shapes disparities that disadvantage particular adolescents at the intersections of their ethnicity-race and gender.

Racial regularities: Setting-level dynamics as a source of ethnic-racial socialization.

A substantial literature has focused on how ethnic-racial socialization from parents shapes youths' racial identities and the meanings they attach to their own and others' racial group membership. We argue that a critically important source of information to youth about the meaning and significance of race, and therefore a key source of ethnic-racial socialization, resides in youths' exposure to repeated patterns in the relative social experiences, opportunities, roles, and outcomes experienced by two or more racial groups across levels of the ecological environment. Drawing on Seidman's concept of a "social regularity" we propose the concept of a "racial regularity" to name, describe and define pervasive and repeated intergroup patterns that youth observe through their daily transactions across settings. Additionally, drawing from the socio-cognitive developmental literature, we consider why and how racial regularities may inform youths' racial knowledge. Finally, we illustrate our perspective using existing ethnographies of racial dynamics in schools and neighborhoods vis-à-vis youths' racial knowledge.

Neighborhood-level predictors of African American and Latinx parents' ethnic-racial socialization.

Few studies examine how neighborhood structural factors (e.g., socioeconomic status [SES] and diversity) and perceived disorder may influence the messages parents communicate to their youth about race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic-racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6- and 17-years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood-level affirmation promoted cultural messages; in contrast, neighborhood-level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross-level interactions were found. Findings are discussed in terms of contextual and cultural-developmental theorizing about parenting.

Inter-Relations Between Ethnic-Racial Discrimination and Ethnic-Racial Identity Among Early Adolescents.

The authors examined whether the longitudinal inter-relations between ethnic-racial discrimination and ethnic-racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11-12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non-school adults and peers vis-à-vis ethnic-racial identity exploration, commitment, private regard, and public regard. Cross-lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter-relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non-school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic-racial identity processes.

Anatomy Students That are "Team-Taught" May Achieve Better Results Than Those That are "Sole-Taught".

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.

Coronavirus (COVID-19), Coagulation, and Exercise: Interactions That May Influence Health Outcomes.

The proinflammatory cytokine storm associated with coronavirus disease 2019 (COVID-19) negatively affects the hematological system, leading to coagulation activation and endothelial dysfunction and thereby increasing the risk of venous and arterial thrombosis. Coagulopathy has been reported as associated with mortality in people with COVID-19 and is partially reflected by enhanced D-dimer levels. Poor vascular health, which is associated with the cardiometabolic health conditions frequently reported in people with severer forms of COVID-19, might exacerbate the risk of coagulopathy and mortality. Sedentary lifestyles might also contribute to the development of coagulopathy, and physical activity participation has been inherently lowered due to at-home regulations established to slow the spread of this highly infectious disease. It is possible that COVID-19, coagulation, and reduced physical activity may contribute to generate a "perfect storm," where each fuels the other and potentially increases mortality risk. Several pharmaceutical agents are being explored to treat COVID-19, but potential negative consequences are associated with their use. Exercise is known to mitigate many of the identified side effects from the pharmaceutical agents being trialled but has not yet been considered as part of management for COVID-19. From the limited available evidence in people with cardiometabolic health conditions, low- to moderate-intensity exercise might have the potential to positively influence biochemical markers of coagulopathy, whereas high-intensity exercise is likely to increase thrombotic risk. Therefore, low- to moderate-intensity exercise could be an adjuvant therapy for people with mild-to-moderate COVID-19 and reduce the risk of developing severe symptoms of illness that are associated with enhanced mortality.

Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes.

Despite growing evidence that racial-ethnic discrimination has a critical impact on college students of color, there is a shortage of longitudinal studies investigating such discrimination across the course of students' college careers. The present study examined trajectories of professor- and peer-perpetrated ethnic-racial discrimination across the first three years in college and the correlations between these trajectories and academic, psychological, and physical adjustment outcomes during students' fourth year in a sample of 770 Black, 835 Asian American, and 742 Latino college students (total n = 2347; 60.1% female) at elite colleges and universities in the United States. Latent growth modeling revealed stability in reported peer discrimination over the first three years of college and an increase in reported discrimination from professors. Discrimination from peers and professors equally predicted unfavorable grades, a lower likelihood of on-time graduation, and less school satisfaction. Perceived discrimination from peers (but not from professors) during students' first year predicted higher rates of depressive symptoms and more health problems in their fourth year. Although initial levels and trajectories of discrimination varied as a function of students' ethnicity-race, the correlates between discrimination and adjustment outcomes did not vary between ethnic-racial groups. The present findings suggest that ethnic-racial discrimination is a complex, ecologically-based stressor that presents a constellation of challenges for students of color attending elite colleges and universities.

A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence.

An increasing body of research on critical consciousness explores how youth understand and react to inequality in their social contexts. The operationalization of critical consciousness remains inchoate, however. Developmental psychology traditionally conceptualizes critical consciousness as three components (critical reflection, political efficacy, and critical action), but how levels of these components combine for different youth or relate to outcomes remains unclear. This article uses latent class analysis to examine how components of critical consciousness pattern together in a sample 448 of marginalized (racial/ethnic minority) youth, and relate to demographic characteristics, socioemotional outcomes, and academic well-being. We identify four classes of critical consciousness components differentiated by their level of critical reflection, beliefs about the fairness of the United States, and external and internal political efficacy. Ethnicity was related to class membership, but gender and socioeconomic status were not. Controlling for race/ethnicity, we find differences in cross-sectional measures of depression, academic engagement, academic competence, and grades of youth across these classes and identify sociopolitical efficacy as a key predictor of positive youth development. Our findings provide theoretical clarity and practical insight into the complexity of critical consciousness and the combination of components that is most beneficial for positive youth development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Hepatocellular Carcinoma Occurrence and Recurrence in Hepatitis C-infected Patients Treated with Direct-acting Antivirals.

Introduction Multiple studies have shown the efficacy of the new direct-acting antivirals (DAAs) with a cure rate of over 90% in hepatitis C virus (HCV)-infected patients. Some recently published studies have suggested an increased incidence of de novo and recurrent hepatocellular carcinoma (HCC) in cirrhotic patients in sustained virological response (SVR) after completing therapy. A possible mechanism is the breakdown of immune surveillance after starting DAAs. We report a retrospective analysis on a population of chronic HCV infected patients, with and without a prior history of HCC, who developed HCC after receiving DAAs in the hope of adding to existing literature and in pursuit of greater clarity into this emerging concern with DAAs. Methods We analyzed 497 HCV-infected patients who were treated with DAAs, or a combination of DAA with interferon, from January 2014 to April 2017 at the Veterans Medical Center, Oklahoma City. Descriptive analysis, including the mean and standard deviation for different variables, was used. The cohort was divided into two groups: cirrhotic and non-cirrhotic. The analysis was run in the cirrhotic group between the subgroups who developed HCC and who did not. Results Data from a total of 233 cirrhotic patients were analyzed. We further subdivided these patients into those who eventually were diagnosed with HCC (group 1) and those who were not (group 2). These subgroups were comparable in regards to race, gender, baseline serum aspartate aminotransferase (AST), alanine aminotransferase (ALT), platelets, sodium, HCV genotypes, and pretreatment viral load. All patients completed therapy. The rate of SVR was much lower in group 1 compared to group 2 (62.5% vs 88.94%, p = 0.002), respectively. Model End-stage Liver Disease (MELD) score, Child-Turcotte-Pugh (CTP) score, and Fibrosis-4 (FIB-4) score were higher in the group that developed HCC. The average time period (weeks) from DAA therapy to HCC diagnosis was 48.2 weeks. The remaining 264 non-cirrhotic patients had no reported cases of HCC. Conclusion From a total of 497 treated HCV-infected patients, 233 (46.88 %) had cirrhosis, out of which 16 (6.86%) were reported to develop HCC during or after DAA therapy was initiated. The remaining 217 (93.1%) cirrhotic patients did not develop HCC. As per our comparison, achieving SVR in cirrhotic patients should not preclude HCC screening, and more studies are needed to assess the risk of HCC in patients who achieve SVR but have a high FIB-4 score. In fact, patients who do not achieve SVR may be at a higher risk of eventually developing HCC and may be candidates for closer surveillance.

Using chemiluminescence to determine whole blood antioxidant capacity in rheumatoid arthritis and Parkinson's disease patients.

The consequences of oxidative stress and inflammation are implicated in a wide range of diseases, including rheumatoid arthritis and Parkinson's disease. The status of antioxidant capacity in rheumatoid arthritis and Parkinson's disease remains unclear, in part due to common practice of assaying erythrocytes separately to plasma. This method removes any synergistic interactions between plasma and erythrocyte-based antioxidants. The experiments in this report tested antioxidant capacity in whole blood, erythrocytes and plasma by group and disease stage. Medically diagnosed patients were recruited along with appropriate control group participants. Fasting venous blood was assayed using chemiluminescence methods for: time to maximum light emitted, maximum light emitted, and plasma antioxidant capacity in vitamin E analogue units. Here we demonstrate that whole blood exhibits higher antioxidant capacity than either plasma or erythrocytes assayed separately. We report increased oxidative stress in the blood of rheumatoid arthritis patients by group (p = 0.018, p = 0.049). We show increased antioxidant capacity in Parkinson's disease patients by group (p < 0.001). For later stage Parkinson's disease patients, we report reduced oxidative stress (p = 0.025), and increased antioxidant capacity and for erythrocytes (p < 0.001, p = 0.004) and whole blood (p < 0.001, p = 0.003). Early stage Parkinson's disease showed higher antioxidant capacity on only one measure (p = 0.008). Whole blood chemiluminescence is a useful technique for determining redox status in disease and might help clarify the role of oxidative stress in rheumatoid arthritis and Parkinson's disease.

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.

Toward Defining "Vocal Constriction": Practitioner Perspectives.

OBJECTIVES: This research investigated the terminology used in relation to constriction of the singing voice from a range of practitioner perspectives. It focused on the locality, causes, consequences, management, trends, identification, and vocabulary of constriction. The research aimed to develop a holistic understanding of the term "vocal constriction" from participant experiences and perceptions (N = 10). METHOD: Data collection occurred through in-depth, semi-structured interviews with a range of voice care professionals. Participants included three professional groups: (1) Ear, Nose, and Throat medical specialists or laryngologists, (2) speech pathologists or speech therapists, and (3) singing teachers. Purposive sampling was used to ensure that the participants from groups 1 and 2 had extensive experience with singers in their practice. The singing teachers were experienced in either classical or contemporary styles, or both. RESULTS: Participant responses highlighted a discrepancy in preferred terminology, with "constriction" being less favored overall. Several anatomical locations were identified including postural, supraglottic (anteroposterior and false fold), articulatory, and in the intrinsic and extrinsic laryngeal musculature; psychological issues were also identified. Primary causes, secondary causes, and influencing factors were identified. Inefficient technique and poor posture or alignment were considered primary causes; similarly, emotion and anxiety or stress were identified as influencing factors by the majority of participants. There was less uniformity in responses regarding other causes. CONCLUSIONS: The major findings of this research are the respective participant group distinctions, an uncertainty regarding anteroposterior constriction, and that the location and effects of constriction are individual to the singer and must be considered contextually. A definition is offered, and areas for further research are identified.

Interrelations among dimensions of ethnic-racial identity during adolescence.

Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology-1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we examined the interrelations among exploration, commitment, private regard, and public regard across three years in an ethnically diverse sample of Black, Dominican, Chinese, and White early adolescents. To examine the temporal precedence of multiple identity components, we used autoregressive latent trajectory analysis, which estimated time specific relationships, as well as covariation between latent factors. Findings indicated significant cross-time relationships among all identity components. For the most part, exploration predicted commitment, private regard, and public regard but not the reverse. Relationships between commitment and regard were reciprocal. Findings varied across ethnic-racial groups. We discuss the implications of our work for understanding identity processes. (PsycINFO Database Record

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.

Racial/ethnic differences in mothers' socialization goals for their adolescents.

OBJECTIVES: We explored the socialization goals that African American, Latino, Chinese and White mothers held for their adolescents within 4 domains that are centrally relevant during adolescence-proper demeanor, academics, race/ethnicity, and peers. METHOD: A card sort task and subsequent logistic regression analyses were used to explore mothers' choice of the most important socialization goals for their ethnically/racially diverse 6th-grade adolescents (N = 185). RESULTS: Compared to White mothers, African American, Latino, and Chinese mothers were significantly more likely to select proper demeanor goals that emphasize deference over benevolence, and peer goals that emphasize instrumental over relational friendships. African American and Latino mothers were more likely to select race/ethnicity goals that emphasize cultural over egalitarian goals compared to Chinese and White mothers. All mothers were more likely to select academic engagement as more important than performance. In contrast to mothers' emphases within domains, mothers' ranked the importance of these different domains remarkably similarly. CONCLUSIONS: Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences. (PsycINFO Database Record

Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes.

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1) recruited in sixth grade from six public schools in New York City. All forms of discrimination increased during middle school and decreased during high school. The frequency with which adolescents reported different sources and types of discrimination varied across ethnicity/race, but not gender. Initial levels and rates of change in discrimination predicted academic, behavioral, and psychological adjustment in 8th and 11th grades, albeit in complex ways.

A Transactional/Ecological Perspective on Ethnic-Racial Identity, Socialization, and Discrimination.

We first review current literature on three ethnic-racial dynamics that are considered to be resources and stressors in the lives of ethnic-minority youth: ethnic-racial identity, socialization, and discrimination. Next, we propose that a more contextualized view of these ethnic-racial dynamics reveals that they are interdependent, inseparable, and mutually defining and that an ecological/transactional perspective on these ethnic-racial dynamics shifts researchers' gaze from studying them as individual-level processes to studying the features of settings that produce them. We describe what is known about how identity, socialization, and discrimination occur in four microsystems-families, peers, schools, and neighborhoods-and argue that focusing on specific characteristics of these microsystems in which particular types of identity, socialization, and discrimination processes cooccur would be informative.