Search results

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Despite high aspirations to pursue personal development, self-sustaining employment, socio-economic integration, and stable futures in their host, origin, or resettlement countries through higher education, intersecting legal, economic, linguistic, and sociocultural barriers severely constrain refugees’ options. There is limited research on how refugee students overcome these barriers to access higher education, particularly in displacement settings like Turkey, which perpetuates a deficit view of these learners. This chapter seeks to address this gap and challenge deficit ideologies through an asset-focused perspective on the stories of 10 Syrian young adults accessing higher education during forced displacement in Turkey using a composite narrative portrait crafted based on common experiences running across the participants’ individual narratives. The narrative illustrates the importance of equitable policies, quality language instruction, inclusive pedagogies, and supportive interpersonal relationships for young people aspiring to invest in their futures during displacement as well as the resourceful and dynamic strategies they devise.

Few have studied the relationship between employment and health in the Medicaid population. The purpose of this study is to estimate the impact of job loss on the mental health of working Medicaid beneficiaries.

This study conducted a post hoc analysis of 1,538 adult Medicaid beneficiaries enrolled in a prospective cohort study. The authors matched participants who lost their job to participants who remained employed based on demographics, illness severity and social determinants of health. The authors estimated the effect of job loss on the odds of a diagnosis of depression and/or anxiety and self-reported mental health during a one-year follow-up period, stratified by prior history of depression and/or anxiety as documented in the Medicaid claims.

Among participants with no preexisting depression or anxiety, the incidence of depression or anxiety was 17% versus 7% (aOR = 2.85; 95% confidence interval (CI): 1.88 to 4.34) between those who lost versus kept their job, respectively, and the mean difference in self-reported mental health was −4.3 (95% CI: −6.02 to −2.58). Self-reported mental health was also poorer between those who lost versus kept their job among participants with preexisting depression and/or anxiety (x = −4.78 (95% CI: −8.90 to −0.66).

Limitations of this study are as follows: we may not have matched on all factors that influence retaining a job; we do not distinguish between involuntary and voluntary job loss; generalizability is limited; and employment information is based on self-report.

Our society should invest more resources into supporting low-wage workers such as Medicaid beneficiaries.

Active labor policies that connect people to jobs, help them retain their job and support skills training to secure a better quality job, could reduce health disparities in the Medicaid population.

Use of both claims and self-reported mental health information to evaluate the impact of job loss on working Medicaid beneficiaries.

The disparities of COVID-19 vaccination rates between the rural and urban areas have become apparent during this pandemic. There is a need to understand the root causes of vaccine hesitancy demonstrated by the rural population to increase coverage and to contain the disease spread throughout the United States. This study aimed to explore other factors influencing vaccine hesitancy among rural dwellers besides the geography-related barriers such as poor health care access and individuals having no or suboptimal insurance coverage.

By reviewing existing data and literature about vaccination, health literacy, and behaviors, and prevailing ideologies, we discuss the potential causes of vaccine hesitancy in rural areas that could create barriers for successful public health efforts related to vaccine coverage and provide suggestions to ameliorate the situation.

Geography-related barriers, health literacy, and preconceived notions are key determinants of adopting healthy behaviors and complying with public health authorities' recommendations among rural individuals during a public-health crisis. We argue that ideology, which is much deeper than preconception or misconception on vaccination, should be incorporated as a key factor to redefine the term “vulnerable populations” in public health research.

The limitation of our study is that we have not found an effective way to encourage the populations who hold conservative religious and political ideologies to join the efforts for public health. Even though geography-related barriers may strongly impact the rural dwellers in achieving optimal health, the various forms of ideologies they have toward certain health behaviors cannot be discounted to understand and address vaccine-related disparities in rural areas. There is a need to redefine the term “vulnerable population” particularly as it relates to rural areas in the United States. During large-scale public health disasters, scholars and public health authorities should consider the ideologies of individuals, in addition to other factors such as race/ethnicity, area of residence (rural vs. urban), and socioeconomic factors influencing the existing vulnerabilities and health disparities.

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.

There is no consensus on the most effective way to foster entrepreneurship in educational institutions, and educational policies on entrepreneurial activity differ significantly amidst organizations and contexts. Thus, the objective of this research is to analyze influence of the college environment and entrepreneurial characteristics on the entrepreneurial intention of Brazilian high school/technical students.

The empirical research used partial least squares structural equation modeling (PLS-SEM) and a sample of 384 students of technical courses, such as Administration, Systems Development, Chemistry, Secretariat, among others.

The proposed model was validated, and the hypotheses were confirmed, proving suitable for high school/technical education. Assessing the high school environment with this model can help determine each organization's strengths and weaknesses and, indeed, the impacts on the ecosystems in which it operates. The results of the multi-group analysis indicate differences concerning the courses as well.

The main limitations involve non-probabilistic sampling procedures and the collection having been carried out with a single cross-section.

For managers and teachers, this article presents indicators to qualify the activities of the educational environment, considering teaching activities, extracurricular activities, fairs, actions of teachers and students, among other initiatives.

The article contributes to high school managers, particularly in technical schools, so that they understand the factors that influence the profile and entrepreneurial intention of students; in other words, something that can impact the lives of thousands of students, teachers and the community itself.

This research presents a novel analysis of the antecedents that drive student entrepreneurship in an underexplored educational context in a developing country. The results show the necessary conditions for technical schools to foster entrepreneurial activity, feeding innovation ecosystems with entrepreneurial talent.

This study aims to provide a timely “first look” at the impact of COVID-19 lockdown restrictions on the financial distress of nonprofits.

This study uses Internal Revenue Service Form 990 returns, US census information, and Oxford COVID-19 workplace restriction data and utilizes logistic regression to analyze results.

Nonprofits with greater COVID-19 lockdown restrictions are more likely to experience financial distress, whether measured by a 30% reduction in total, program, management and general, or fundraising expenses. This paper also examines results by subsector using National Taxonomy of Exempt Entities data and finds that the Human Services and Public and Society subsectors drive the full sample results when the authors use total, program, or managerial and general expenses in the measure of financial distress, and the Education and Environment and Animals subsectors drive the results when using fundraising expenses in the measure of financial distress.

Broadly speaking, this paper contributes to the limited research stream examining the impact of crises on nonprofits. More specifically, this study is among the earliest to rely on quantitative data to investigate such effects.

Culturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.

This qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.

All three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.

This study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.

This study aims to highlight the theoretical foundations and future research directions in religious tourism and related topics from 2003 to 2023.

A total of 4,143 documents from Web of Science and Scopus databases related to religious tourism and pilgrimage were analysed using VOSviewer software.

The analysis illuminates a steady rise in religious tourism research. The most influential countries are the USA, the UK and Israel. Gendered studies, tourists’ perceptions and technology in religious tourism will be research hotspots, as predicted with keyword co-occurrence analysis.

This study thoroughly evaluates two decades of religious tourism literature through bibliometric and network analysis. It can help researchers comprehend religious tourism study more thoroughly and determine where to focus in future research.

本研究强调了 2003–2023 年宗教旅游及相关主题的理论基础和未来研究方向。

使用 VOSviewer 软件分析了来自 Web of Science 和 Scopus 数据库的与宗教旅游和朝圣相关的总共 4143 份文件。

分析表明宗教旅游研究稳步上升。 最具影响力的国家是美国、英国和以色列。 正如关键词共现分析预测的那样, 宗教旅游中的性别研究、游客感知和宗教旅游技术将成为研究热点。

本研究通过文献计量和网络分析彻底评估了二十年的宗教旅游文献。 它可以帮助研究人员更透彻地理解宗教旅游研究, 并确定未来研究的重点。

Este estudio destaca los fundamentos teóricos y las futuras direcciones de investigación en turismo religioso y temas relacionados entre 2003 y 2023.

Se analizó un total de 4143 documentos de las bases de datos Web of Science y Scopus relacionados con el turismo religioso y la peregrinación utilizando el software VOSviewer.

El análisis ilumina un aumento constante en la investigación del turismo religioso. Los países más influyentes son Estados Unidos, Reino Unido e Israel. Los estudios de género, la percepción de los turistas y la tecnología en el turismo religioso en el turismo religioso serán puntos críticos de investigación como se predice con el análisis de co-ocurrencia de palabras clave.

Este estudio evalúa minuciosamente dos décadas de literatura sobre turismo religioso a través de análisis bibliométrico y de redes. Puede ayudar a los investigadores a comprender el estudio del turismo religioso más a fondo y determinar dónde enfocarse en futuras investigaciones.