Black adolescents' racial discrimination and suicide behaviors: Testing perceived school safety as a protective moderator

The current study examined associations between Black adolescents' (M_age = 15.55, SD = 1.23) racial discrimination and suicide behaviors (i.e., suicide ideation, suicide plan, and suicide attempts), and whether perceived school safety was a protective moderator. Furthermore, we tested gender differences in relations, which were not significant. Racial discrimination predicted greater suicide behaviors, and school safety informed less suicide behaviors. School safety moderated the relation between discrimination and suicide plan, such that at low school safety, discrimination predicted having a suicide plan but was not significant at high school safety. Furthermore, school safety moderated the relation between discrimination and suicide attempts. At low school safety, discrimination predicted more suicide attempts, but was not significant at high school safety.     

Vois‐Tu Le Kem? Do You See the Bos? Foreign Word Learning at 14 Months

How easily can infants regularly exposed to only one language begin to acquire a second one? In three experiments, we tested 14‐month‐old English and French monolingual infants’ ability to learn words presented in foreign language sentence frames. Infants were trained on two novel word‐object pairings and then tested using a preferential looking task. Word forms were phonetically and phonotactically legal in both languages, and cross‐spliced across conditions, so only the sentence frames established the word as native or foreign. In Experiment 1, infants were taught one native and one foreign word and successfully learned both. In Experiment 2 and 3, infants were taught two foreign words, but only showed successful learning of the first word they encountered. These results demonstrate that infants can successfully learn words embedded in foreign language sentences, but this is more challenging than native word learning. More broadly, they show that the sentential context of a novel word, and not just the word form itself, influences infants’ early word learning.     

Research Methodology and Community Participation: A Decade of Indigenous Social Science Research in Canada

Those engaged in community‐based participatory research often comment on tensions between social scientific and community values, yet little systematic evidence exists about the relationship between social science research methodologies and community participation. We analyze nearly 500 peer‐reviewed articles published between 2005 and 2015 on Indigenous issues in Canada, where policies encourage participatory research methods with disempowered groups. We find that research that includes Indigenous participation is more likely to include Indigenous epistemologies and participatory evidence sources and analysis methods. We also find that peer‐reviewed research involving Indigenous participants often fails to go beyond minimum levels of consultation required by policies.     

Hepatitis B virus seroconversion rates among health sciences students in the southeastern United States

ABSTRACT

Objective: To investigate the hepatitis B virus (HBV) seroconversion rate among health sciences students. Participants: The study included pharmacy, doctor of nursing, and medical students over 18 years of age enrolled at the University of South Carolina between 2007 and 2011. Methods: The primary end point was HBV seroconversion rates among students at the initial reporting period. Seroconversion was defined as hepatitis B surface antibody (anti-HBs) level greater than or equal to 10 mIU/mL. Multivariate regression analysis was used to determine predictive factors of seroconversion. Results: Of 777 records, data were available for 709 students. An 83.9% seroconversion rate was observed after a mean of 10 years between vaccine receipt and anti-HBs evaluation. Students with incomplete HBV vaccine series and longer time between initial series and evaluation were less likely to exhibit antibody response. Conclusions: These data highlight the importance of assessment and documentation of HBV vaccination series among health sciences students prior to direct patient care activities.     

Rape culture and social media: young critics and a feminist counterpublic

Social media sites, according to Carrie A. Rentschler, can become both “aggregators of online misogyny” as well as key spaces for feminist education and activism. They are spaces where “rape culture,” in particular, is both performed and resisted, and where a feminist counterpublic can be formed (Michael Salter 2013 Salter, Michael. 2013. “Justice and Revenge in Online Counter-Publics: Emerging Responses to Sexual Violence in the Age of Social Media.” Crime, Media, Culture: An International Journal 9 (3): 225–242.[Crossref], [Web of Science ®] , [Google Scholar]). In this New Zealand study, we interviewed seventeen young people who were critical of rape culture about their exposure and responses to it on social media and beyond. Participants described a “matrix of sexism” in which elements of rape culture formed a taken-for-granted backdrop to their everyday lives. They readily discussed examples they had witnessed, including victim-blaming, “slut-shaming,” rape jokes, the celebration of male sexual conquest, and demeaning sexualized representations of women. While participants described this material as distressing, they also described how online spaces offered inspiration, education, and solidarity that legitimated their discomfort with rape culture. Social media provided safe spaces that served as a buffer against the negative effects of sexism, and allowed participation in a feminist counterpublic that directly contests rape culture.     

A Developmentally Relevant Approach to Classifying Nonconsensual Sexual Experiences in the Study of Women’s Sexual Well-Being

In this article we propose a sexual developmental approach to classifying the onset of nonconsensual sexual experiences (NSEs) that differs from the traditional age cutoff approach. Online measures of sexual self-schemas, sexual response, and sexual functioning were administered to 797 women with and without NSE histories. Women were grouped based on when their NSEs first occurred in reference to their age of menarche and age of their first consensual sexual experience (i.e., premenarche onset, postmenarche preconsensual onset, postconsensual onset, and no NSEs). Between-group analyses assessed differences in sexual well-being and structural equation modeling (SEM) assessed measurement invariance across the four groups. Women with NSE onset postmenarche but before their first consensual sexual experience reported significantly more conservative-embarrassed sexual self-schemas than did women with no NSEs. Women with NSE onset postmenarche and post–first consensual sex had significantly less sexual satisfaction than did women with no NSE histories. The other groups did not significantly differ from each other. The model demonstrated partial indicator-level metric noninvariance, suggesting that the various indicators of sexuality contributed differentially to the overall sexual well-being across these groups of women. The results support the use of the developmentally informed approach to classifying NSEs when assessing female sexual well-being.     

Using Photovoice to Understand Barriers and Enablers to Southern Labrador Inuit Intergenerational Interaction

In Indigenous communities, strong intergenerational relationships have been identified as valuable due to the ways they contribute to cultural continuity and community wellness. This project uses Photovoice, a qualitative, participatory research method in which participants take photographs to examine Southern Inuit older adult and youth representations of intergenerational relationships in Labrador, Canada. Photovoice proved to be useful in accessing elder and youth perspectives on intergenerational engagement in this community, while bringing diverse generations together in a shared, meaningful activity. Our findings suggest that family, community, and the transmission of cultural knowledge are hubs of intergenerational engagement.