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The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.

This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.

The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.

For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.

March 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented.

3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics.

Relevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones.

The study allows progress in the analysis of educational policy proposals in the face of future crisis.

This qualitative study focused on how girls' high school coaches in the United States Southwest thought about Latina teens' participation in school sports. Semi-structured interviews with coaches (4 women, 11 men) indicated they continue to rely on cultural (deficit) discourses implicating girls' families and culture when discussing Latina teens' sports participation. Coaches suggested that Latina teens' parents do not see the value of sports for girls, do not view sports as a pathway to college, are not involved or interested in their daughters' participation for cultural reasons, and are overly productive. These conceptualizations shape coaches' recruitment and pedagogical strategies within school sports contexts. More critical reflections could aid coaches and schools in developing more adaptive school contexts and strategies to better meet the needs of Latina teens and their families.

The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed.

The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys.

Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term.

Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis.

This study aims to describe knowledge of Canada’s Good Samaritan Drug Overdose Act (GSDOA) and take home naloxone (THN) training and kit possession among people being released from provincial correctional facilities in British Columbia.

The authors conducted surveys with clients of the Unlocking the Gates Peer Health Mentoring program on their release. The authors compared the characteristics of people who had and had not heard of the GSDOA and who were in possession of a THN kit.

In this study, 71% people had heard of the GSDOA, and 55.6% were in possession of a THN kit. This study found that 99% of people who had heard of the GSDOA indicated that they would call 911 if they saw an overdose. Among people who perceived themselves to be at risk of overdose, 28.3% did not have a THN kit. Only half (52%) of participants had a mobile phone, but 100% of those with a phone said they would call 911 if they witnessed an overdose.

The authors found that people with knowledge of the GSDOA were likely to report that they would call 911 for help with an overdose. Education about the GSDOA should be a standard component of naloxone training in correctional facilities. More than one in four people at risk of overdose were released without a naloxone kit, highlighting opportunities for training and distribution. Access to a cellphone is important in enabling calls to 911 and should be included in discharge planning.

This study aims to examine diversity and inclusivity in sports from a sexual orientation perspective. A literature review summarizes known findings on attitudes and perceptions of and towards nonbinary individuals in sports. Adopting Herek’s (2007) Sexual Stigma perspective, an experiment is conducted exploring the differences in fan attitudes and behavioral intentions towards nonbinary athletes in both women’s and men’s sports.

A systematic review of extant literature identified 24 peer-reviewed primary studies examining nonbinary individuals in sports. A 2 (Sport: Women’s vs. Men’s Basketball) × 2 (Nonbinary Indicator: Indicator vs. No-Indicator) experimental study was then designed to further explore fan attitudes towards nonbinary athletes.

The study revealed that, among sports fans, there was no perceived performance difference in women’s or men’s basketball linked to athletes’ nonbinary status (as measured by athletic ability, future performance, sportsmanship, talent and quickness). However, measures of fan support (sport engagement, intention to buy team merchandise and team fanship) were lower when the athlete was perceived as nonbinary. For women’s basketball, team fanship and intention to buy team merchandise were significantly lower, while the difference was not significant in men’s basketball.

Along with an inclusive review of prior literature, this is the first empirical study to examine the differences in fans’ attitudes towards nonbinary athletes in both women’s and men’s sports at the same time via an experimental design.