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Evidence is accumulating to suggest that positive youth development may be an effective approach to preventing teen pregnancy. Studies show that selected protective factors or “youth assets” are associated with lower levels of adolescent sexual risk behavior. This paper describes the development of “Healthy, empowered and responsible teens of Oklahoma City” (HEART of OKC), one of 13 CDC‐funded demonstration projects designed to mobilize community resources to prevent teen pregnancy. During a two‐year planning phase, HEART of OKC conducted needs and assets assessments in five, very diverse, inner‐city neighborhoods. Data collection methods included geocoding and mapping of teen birth rates and census data, over 100 key informant interviews, and 23 focus groups with 168 teens from the priority neighborhoods. Focus group findings suggested numerous opportunities for asset‐based interventions. Assessment findings were used to develop a conceptual model that served as the foundation of the project. Assessment findings were also helpful in the development of a survey instrument used in a major research project to provide baseline data for HEART of OKC and to examine the relationship between specific “youth assets” and several adolescent risk behaviors, including sexual activity.

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

This study aims to explore different themes related to impostor phenomenon, as experienced by graduate students and postdocs in science, technology, engineering and mathematics (STEM) fields.

Open-ended survey responses from 120 US-based participants from 40 states and Washington, D.C., describing an occasion when they felt like an impostor, were analyzed thematically.

Following content analysis, three themes emerged: occurrence, attribution and identity. While impostor-like feelings were experienced as early as high school or college, the majority experienced it during PhD application, on being admitted to a PhD program and throughout PhD training. The people experiencing impostor phenomenon attributed their achievements and success to others (other’s name, prestige, or connections, other’s mistake, other’s lies or misrepresentation, or other’s kindness) or self (self-inadequacy, pretense, luck or self-doubt) rather than their own hard work or ability. Gender-based and race/ethnicity-based identity also shaped the experiences of the impostor phenomenon.

Open-ended survey responses varied in length and level of detail. Responses provided a one-time snapshot of a memory related to impostor-feelings that stood out, not indicating if the feeling persisted or evolved with time. The findings are not generalizable over a larger population.

This study identified multiple themes related to the impostor phenomenon not investigated before, enriching existing research while also providing methodological rigor for the development of follow-up studies.