Academic mothers with disabilities: Navigating academia and parenthood during COVID-19.

Academic mothers (including nonbinary, trans, and genderqueer parents) have always faced challenges in their profession due to systemic barriers and a "motherhood tax"; however, COVID-19 has exacerbated already existing inequalities (Oleschuk, 2020). This study examines how the pandemic has affected academic mothers with mental health and physical disabilities, as these voices often remain hidden and unheard in academia despite increased awareness of their presence (Brown & Leigh, 2018; Kelly & Senior, 2020). Here, we share the voices of 23 participants using a qualitative methodology drawing from social justice and feminist theories to highlight the lived experience of academic mothers with mental and/or physical disabilities and their experiences as a scholar and parent during COVID-19. Understanding the lived experience of this intersectional population can provide invaluable insights into ableist privilege within higher education, especially in the context of COVID-19 which has substantially disrupted work and homelife routines.

Supporting Equity and Inclusion of Deaf and Hard-of-Hearing Individuals in Professional Organizations.

Disability is an important and often overlooked component of diversity. Individuals with disabilities bring a rare perspective to science, technology, engineering, mathematics, and medicine (STEMM) because of their unique experiences approaching complex issues related to health and disability, navigating the healthcare system, creatively solving problems unfamiliar to many individuals without disabilities, managing time and resources that are limited by physical or mental constraints, and advocating for themselves and others in the disabled community. Yet, individuals with disabilities are underrepresented in STEMM. Professional organizations can address this underrepresentation by recruiting individuals with disabilities for leadership opportunities, easing financial burdens, providing equal access, fostering peer-mentor groups, and establishing a culture of equity and inclusion spanning all facets of diversity. We are a group of deaf and hard-of-hearing (D/HH) engineers, scientists, and clinicians, most of whom are active in clinical practice and/or auditory research. We have worked within our professional societies to improve access and inclusion for D/HH individuals and others with disabilities. We describe how different models of disability inform our understanding of disability as a form of diversity. We address heterogeneity within disabled communities, including intersectionality between disability and other forms of diversity. We highlight how the Association for Research in Otolaryngology has supported our efforts to reduce ableism and promote access and inclusion for D/HH individuals. We also discuss future directions and challenges. The tools and approaches discussed here can be applied by other professional organizations to include individuals with all forms of diversity in STEMM.

Characteristics of Female Youth Offenders in New Zealand.

Female youth offending is poorly understood, despite increased rates of such offending. Research indicates there are a range of factors that have a causal impact on the development of offending in young people. This study investigated risk factors using a retrospective file audit of 184 female youth offenders in New Zealand. The findings were classified using Bronfenbrenner's ecological model, which highlights the different contextual levels that influence behavior, including individual, family, peer, school, community, and cultural factors. The results indicate that there are significant risk factors for female youth offenders. There were high rates of mental health difficulties, drug use, histories of maltreatment, family stressors, peer issues, and school behavior problems in the cohort. There was very little difference between violent and nonviolent offenders. All the young women had risk factors affecting them at many levels. Targeted, multisystemic intervention and prevention programs are therefore needed to address female youth offending.

The effects of early auditory-based intervention on adult bilateral cochlear implant outcomes.

OBJECTIVES: The goal of this exploratory study was to determine the types of improvement that sequentially implanted auditory-verbal and auditory-oral adults with prelingual and childhood hearing loss received in bilateral listening conditions, compared to their best unilateral listening condition. METHODS: Five auditory-verbal adults and five auditory-oral adults were recruited for this study. Participants were seated in the center of a 6-loudspeaker array. BKB-SIN sentences were presented from 0° azimuth, while multi-talker babble was presented from various loudspeakers. BKB-SIN scores in bilateral and the best unilateral listening conditions were compared to determine the amount of improvement gained. RESULTS: As a group, the participants had improved speech understanding scores in the bilateral listening condition. Although not statistically significant, the auditory-verbal group tended to have greater speech understanding with greater levels of competing background noise, compared to the auditory-oral participants. DISCUSSION: Bilateral cochlear implantation provides individuals with prelingual and childhood hearing loss with improved speech understanding in noise. A higher emphasis on auditory development during the critical language development years may add to increased speech understanding in adulthood. However, other demographic factors such as age or device characteristics must also be considered. CONCLUSION: Although both auditory-verbal and auditory-oral approaches emphasize spoken language development, they emphasize auditory development to different degrees. This may affect cochlear implant (CI) outcomes. Further consideration should be made in future auditory research to determine whether these differences contribute to performance outcomes. Additional investigation with a larger participant pool, controlled for effects of age and CI devices and processing strategies, would be necessary to determine whether language learning approaches are associated with different levels of speech understanding performance.

New Zealand youth that sexually offend: improving outcomes for Maori rangatahi and their whanau.

Maori youth are overrepresented in criminal justice statistics and youth forensic services. Maori youth that engage in sexual offending behaviors have a higher risk of dropping out of treatment than Pakeha(1) youth. Research into Maori mental health is important to inform ongoing service development and is essential to strive for equity in mental health outcomes and offending rates among Maori. In this study, the researchers investigated the coexisting emotional and behavioral problems and victimization histories of an age-matched sample of Maori (n = 75) and Pakeha (n = 75) youth who were referred to a community treatment program for sexual offending in Auckland between 1996 and 2008. The Child Behavior Checklist was used to investigate ethnic differences. After controlling for socioeconomic deprivation, Maori youth scored significantly higher than Pakeha youth on the Delinquent Behaviors syndrome scale. Maori youth were also more likely than Pakeha youth to have a background of physical abuse. Implications of these findings are discussed, with regard to the unique needs of Maori youth and appropriate interventions.