Are college students health literate?

Abstract

Objective: To examine the health literacy of college students. Participants: A convenience sample of 245 graduate and undergraduate college students. Methods: During February–April of 2018 participants completed the Short Test of Functional Health Literacy which assessed literacy on two passages describing a thyroid scan, and basic healthcare insurance information. Results: Most college students displayed adequate health literacy (99.2%). The ANOVA analyses revealed college classification was the most significant predictor, followed by ethnicity, sex, and primary language. Age was significantly related to health literacy, when holding college classification constant. Interestingly, college major, healthcare work experience, or having health care credentials were not predictors of health literacy. Conclusion: This group of college students had adequate health literacy skills. However, the results of this study revealed demographic disparities that suggest further study.     

The understudied half of undergraduates: Risky sexual behaviors among community college students

Abstract

Objective: This study examines the prevalence and risk factors associated with risky sexual behaviors in community college students. Participants: A diverse sample of 18–19-year-old community college students (N?=?264). Methods: Baseline data from an online prevention program administered in 2015. Results: Community college students in this sample disproportionately experienced sexual assault and were unlikely to test for STIs. Higher intentions to engage in risky sexual behaviors were associated with gender and sexual experience, but also with having lower intentions to communicate with a sexual partner about pregnancy and STIs, and having higher gender norm endorsement. Conclusions: Older adolescents attending community colleges may be at high risk for poor sexual health outcomes, and appropriate theory-based education should be tailored to meet the needs of these underserved students.     

Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences

Faculty mentorship is a highly advantageous yet under-explored form of social capital which can grant access to co-curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural capital, making faculty mentorship a site of social reproduction. To explore variations in this process, I compare two institution types: a small, teaching/undergraduate-focused regional university and a large, research-intensive flagship. In interviews with 68 working- and upper-middle-class students, I find that college context mediates the relationship of class background and faculty mentorship. Upper-middle-class students fostered advantageous faculty relationships at both universities, but working-class students diverged: at the flagship, they rarely approached professors in search of mentorship, while those at the regional university described close, beneficial connections with professors. I discuss working-class students’ dissimilar experiences in terms of each university’s structural and cultural characteristics (organizational habitus), particularly their institutional focus and size. I argue that through their particular organizational features, colleges can both reproduce and reduce inequalities, challenging the determinacy of precollege socialization in education.     

“Big Brother’s Bigger Brother”: The Visual Politics of (Counter) Surveillance in Baltimore

In 2016, without the knowledge of its citizens, Baltimore City Police deployed a military aerial surveillance technology called Wide Area Motion Imagery (WAMI), which can track the movements of every person in public view over the entire city. Though the trial of the “spy plane,” as the program was dubbed, quickly ended in scandal, organizers from Baltimore’s low-income minority neighborhoods successfully rebooted the program in 2020, this time framing WAMI partly as a tool of “sousveillance” (watching “from below”) that can track the movements of police officers. The paper shows how organizers “rebranded” WAMI around two conceptions of sousveillance—“citizen-centered” and “state-centered”—creating an unlikely coalition of supporters from both pro- and anti-policing sides of the criminal justice reform debate. But while the renewed program has vowed to be a “Big Brother” to the state, it will continue to be used for traditional surveillance, raising troubling questions about privacy. The article sheds light on the politics of watching and being watched in the era of technology-driven criminal justice reform.     

Potentials of care: The uncertain politics of social and emotional ability and difference in American childhood

This article examines middle class children's and parents' complex engagements with contemporary practices of cultivation, care and surveillance focused on children's social and emotional capacities and differences. Emblematic of a sociality and emotion-focused biopolitics of childhood, such care provokes moments of spontaneous connection and self-expression for children even as they engage dynamics of disciplining control and normalisation, an outcome that may work against and towards the objectives of care. Moreover, parental investments in social–emotional care reveal adults' conflicted implication in dynamics of child normalisation, and the potential of this form of caretaking to generate politically valuable empathic insight.     

全球价值链背景下加工贸易企业升级路径分析

金融危机以来国际贸易保护主义色彩浓郁，中国内部粗放型经济增长方式存在一定的不可持续性和人口红利开始逐渐消失，中国加工贸易嵌入发达国家主导的全球价值链低附加值和低生产率问题引起了学者的注意。随着外部贸易环境、国内新常态要素禀赋结构的变化和深化供给侧结构性改革的需要，推动加工贸易企业升级已经成为中国经济结构调整的一个重要部分。通过分析中国加工贸易的起源、发展和现状，描述全球价值链背景下加工贸易的若干特征和“低端锁定”问题，引出了融资约束对企业经营决策、出口行为以及企业全球价值链上地位的影响，并围绕以生产过程、产品升级和功能升级为主的产业内升级和以劳动密集型向技术密集型转变为特征的产业间升级两个角度，提出了中国加工贸易企业在全球价值链上攀升的路径。研究认为，着重强调人力资本积累、本土企业技术外溢的吸收能力以及自主研发能力的培养，同时结合国际产能合作和“一带一路”倡议等现实背景，实现东西双向开放，塑造以我为主的包容性的区域价值链和国内价值链等，是中国加工贸易企业升级的路径和新机遇。     

Towards congruence between teachers’ intentions and practice in intercultural education

ABSTRACT

The purpose of this study is to explore the relationship between teacher beliefs pertaining to cultural diversity and their actual teaching activities. Using a model-based approach, this study looks at beliefs regarding diversity issues at both the theoretical and empirical levels. At the theoretical level, we attempt to systematise the many meanings of ‘beliefs’ found in the literature. At the empirical level, we examine the link between theory, beliefs, and teaching activities relating to diversity, using integrated analysis tools. To accomplish this, we used a qualitative methodological approach to examine the relationship between theory and practice in education. The sample consisted of 45 in-service primary teachers. The first results showed a gap between what teachers tend to say and what they actually do. We argue that future research needs to focus on the effects of teacher beliefs on teacher practice, with special attention devoted to the reflective process.     

The role of reflexive thought in the achievement of intercultural competence

ABSTRACT

Reflexivity refers to the capacity for individuals to understand the cultural system and manage their own position within it. Reflexivity is a key concept in the understanding of intercultural communication, particularly in recognising the ability for individuals to understand and adapt to new cultural contexts. However, the prevailing methods used in intercultural communication (namely that of intercultural competencies) do not place a great emphasis on the role of reflexivity in achieving cultural adaptation. In this paper, I argue for the central positioning of the concept of reflexivity in intercultural education as a mechanism which mediates between intercultural experiences and individual behaviour. I present evidence of the reflexive sequence (subject-object-subject) from the reflections of a cohort of students (n = 19). Finally, I suggest a pedagogical instrument (a heuristic) for empirically exploring reflexivity in intercultural communication.