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This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.

Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.

In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.

By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.

Sport organizations’ use of corporate social responsibility (CSR) has become commonplace. Similarly, academic inquiry into the CSR phenomenon has become almost as ubiquitous. However, this paper argues that a group has been forgotten about in the literature surrounding sport and CSR: the campaign beneficiary, especially in sport-based CSR research. After all, CSR campaigns are intended to support a certain group.

Using a social identity theory and social identity complexity qualitative framework, this paper analyzes the perceptions of the National Football League's (NFL) Salute to Service military campaign among service members, veterans and families.

After collecting data via a series of 16 interviews, while service members stated that the service members appreciated the campaign and appreciated what the NFL seeks to do through the campaign, this specific Salute to Service did not have a significant cognitive and behavioral impact for these military consumers.

This work builds on prior CSR beneficiary literature, providing an opportunity to further expand ways in which sport organizations can make sports organizations' CSR campaigns more impactful.

This study examines chronic illness, disability and social inequality within an exposure-vulnerabilities theoretical framework.

Using the National Survey of Drug Use and Health (NSDUH), a preeminent source of national behavioral health estimates of chronic medical illness, stress and disability, for selected sample years 2005–2014, we construct and analyze two foundational hypotheses underlying the exposure-vulnerabilities model: (1) greater exposure to stressors (i.e., chronic medical illness) among racial/ethnic minority populations yields higher levels of serious psychological distress, which in turn increases the likelihood of medical disability; (2) greater vulnerability among minority populations to stressors such as chronic medical illness exacerbates the impact of these conditions on mental health as well as the impact of mental health on medical disability.

Results of our analyses provided mixed support for the vulnerability (moderator) hypothesis, but not for the exposure (mediation) hypothesis. In the exposure models, while Blacks were more likely than Whites to have a long-term disability, the pathway to disability through chronic illness and serious psychological distress did not emerge. Rather, Whites were more likely than Blacks and Latinx to have a chronic illness and to have experienced severe psychological distress (both of which themselves were related to disability). In the vulnerability models, both Blacks and Latinx with chronic medical illness were more likely than Whites to experience serious psychological distress, although Whites with serious psychological distress were more likely than these groups to have a long-term disability.

Several possibilities for understanding the failure to uncover an exposure dynamic in the model turn on the potential intersectional effects of age and gender, as well as several other covariates that seem to confound the linkages in the model (e.g., issues of stigma, social support, education).

This study (1) extends the racial/ethnic disparities in exposure-vulnerability framework by including factors measuring chronic medical illness and disability which: (2) explicitly test exposure and vulnerability hypotheses in minority populations; (3) develop and test the causal linkages in the hypothesized processes, based on innovations in general structural equation models, and lastly; (4) use national population estimates of these conditions which are rarely, if ever, investigated in this kind of causal framework.

This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education.

This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher.

In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models.

Researchers should explore refugee students’ experiences accessing higher education.

English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences.

Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students.

As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.

Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health officials were concerned with the relatively lower rates of uptake among certain racial/ethnic minority groups. We suggest that this may also be patterned by racial/ethnic residential segregation, which previous work has demonstrated to be an important factor for both health and access to health care.

In this study, we examine county-level vaccination rates, racial/ethnic composition, and residential segregation across the U.S. We compile data from several sources, including the American Community Survey (ACS) and Centers for Disease Control (CDC) measured at the county level.

We find that just looking at the associations between racial/ethnic composition and vaccination rates, both percent Black and percent White are significant and negative, meaning that higher percentages of these groups in a county are associated with lower vaccination rates, whereas the opposite is the case for percent Latino. When we factor in segregation, as measured by the index of dissimilarity, the patterns change somewhat. Dissimilarity itself was not significant in the models across all groups, but when interacted with race/ethnic composition, it moderates the association. For both percent Black and percent White, the interaction with the Black-White dissimilarity index is significant and negative, meaning that it deepens the negative association between composition and the vaccination rate.

The analysis is only limited to county-level measures of racial/ethnic composition and vaccination rates, so we are unable to see at the individual-level who is getting vaccinated.

We find that segregation moderates the association between racial/ethnic composition and vaccination rates, suggesting that local race relations in a county helps contextualize the compositional effects of race/ethnicity.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

At the beginning of the 21st century, multiple and diverse social entities, including the public (consumers), private and nonprofit healthcare institutions, government (public health) and other industry sectors, began to recognize the limitations of the current fragmented healthcare system paradigm. Primary stakeholders, including employers, insurance companies, and healthcare professional organizations, also voiced dissatisfaction with unacceptable health outcomes and rising costs. Grand challenges and wicked problems threatened the viability of the health sector. American health systems responded with innovations and advances in healthcare delivery frameworks that encouraged shifts from intra- and inter-sector arrangements to multi-sector, lasting relationships that emphasized patient centrality along with long-term commitments to sustainability and accountability. This pathway, leading to a population health approach, also generated the need for transformative business models. The coproduction of health framework, with its emphasis on cross-sector alignments, nontraditional partner relationships, sustainable missions, and accountability capable of yielding return on investments, has emerged as a unique strategy for facing disruptive threats and challenges from nonhealth sector corporations. This chapter presents a coproduction of health framework, goals and criteria, examples of boundary spanning network alliance models, and operational (integrator, convener, aggregator) strategies. A comparison of important organizational science theories, including institutional theory, network/network analysis theory, and resource dependency theory, provides suggestions for future research directions necessary to validate the utility of the coproduction of health framework as a precursor for paradigm change.

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.