Assessing LGBTQ campus climate and creating change

We report the findings of a climate study of a liberal arts college in Pennsylvania. This climate assessment was comprehensive in content (heterosexual and cisgender individuals' attitudes, and LGBTQ individuals' experiences), participants (faculty, staff, and students), and methodology (qualitative and quantitative). We found low levels of sexual prejudice and generally positive perceptions of the campus, but positive attitudes were more strongly endorsed by heterosexual and cisgender than LGBTQ participants. We consider the impact of these perceptions on LGBTQ students' co-curricular involvement and discuss the institutional changes that are underway as a result of our study.     

A competing risks model for correlated data based on the subdistribution hazard

Family-based follow-up study designs are important in epidemiology as they enable investigations of disease aggregation within families. Such studies are subject to methodological complications since data may include multiple endpoints as well as intra-family correlation. The methods herein are developed for the analysis of age of onset with multiple disease types for family-based follow-up studies. The proposed model expresses the marginalized frailty model in terms of the subdistribution hazards (SDH). As with Pipper and Martinussen’s (Scand J Stat 30:509–521, 2003) model, the proposed multivariate SDH model yields marginal interpretations of the regression coefficients while allowing the correlation structure to be specified by a frailty term. Further, the proposed model allows for a direct investigation of the covariate effects on the cumulative incidence function since the SDH is modeled rather than the cause specific hazard. A simulation study suggests that the proposed model generally offers improved performance in terms of bias and efficiency when a sufficient number of events is observed. The proposed model also offers type I error rates close to nominal. The method is applied to a family-based study of breast cancer when death in absence of breast cancer is considered a competing risk.     

US campus fraternities and sororities and the young adult injury burden

Objective: To investigate whether the presence of fraternities and sororities was associated with a higher local injury rate among undergraduate-age youth. Methods: In 2016 we compared the rate of 2010–2013 youth (18–24 years) emergency department (ED) visits for injuries in Hospital Service Areas (HSA) with and without fraternities and sororities. ED visits were identified in the State Emergency Department Database (n=1,560 hospitals, 1,080 HSAs, 16 states). US Census Bureau and National Center for Education Statistics sources identified HSA population and campus (n=659) characteristics. A proprietary database identified campuses with fraternities and sororities (n=287). ED visits explicitly linked to fraternities and sororities in the National Electronic Injury Surveillance System–All Injury Program were used to identify injury causes for sub-group analysis. Results: HSAs serving campuses with fraternities and sororities had lower age 18–24 injury rates for all causes except firearm injuries (no difference). Conclusions: Fraternities and sororities were not associated with a higher injury rate at the population level among undergraduate-age youth. A major limitation is not being able to observe campus health services utilization.     

Investing: the case for recognition as an independent capacity

In this article, we provide support for the need to recognize investing as an independent capacity. A comparison of the definitions and models of financial and investing capacities revealed significant differences between them. A review of the status of investing capacity assessment revealed that there are currently no investing capacity specific assessment instruments (ICSAIs). Implications for researchers and clinicians resulting from the lack of recognition of investing as an independent capacity are discussed and used as a rational for the need to develop ICSAIs. The benefits of ICSAI development for financial, legal, and clinical professionals as well as for investors are discussed, and a direction for future investing capacity research is proposed.     

Gender and governance of global value chains: Promoting the rights of women workers

Private governance channelled through social compliance programmes and gender initiatives of multinational companies have had limited impact in tackling gender discrimination in global value chains (GVCs). The United Nations Guiding Principles on Business and Human Rights (UNGPs) provide a public–private governance framework to address human rights globally, including gender equality. This article considers whether the UNGPs can provide a more effective governance framework for addressing women workers’ rights in GVCs. It argues that interlayered forms of governance (involving public, private and social actors) are critical in addressing gender discrimination in GVCs and advancing a gendered approach to human rights due diligence.     

Understanding the dominant discourse of colonialism: A qualitative,single case study of an eighth-grade U.S. History classroom

The purpose of this qualitative, single case study is to investigate how teacher-created curricula addresses key Native American events in early U.S. history and to determine if such curricula provided students with accurate representations of Native American content. To do this, we used discourse analysis to consider the meanings of words and phrases, as well as the underlying assumptions and intentions of the teacher-created curricula and the experiences it claims to represent. Given the presence and use of dominant narratives to preserve power systems, curricula that deconstructs the colonizing narrative and historical representation of Native Americans can encourage the active destruction of such narratives. By analyzing four teacher-created narratives, we found is that even when a teacher creates content with the intent to be more historically accurate, the curricula still reflects a dominant narrative that privileges White settlers over Native Americans. We then provide suggestions for teachers who wish to design more culturally relevant and appropriate curricula on Native American content.     

A Pedagogical Model for Teaching Racial Justice in Social Work Education

In the current U.S. sociopolitical climate marked by rising racial tension and civil unrest, social work students and educators are engaged in dialogues throughout the country regarding the role of the profession in combating injustice. The emergence of the Movement for Black Lives as well as numerous high-profile police shootings of unarmed Black men prompted the exploration of praxis-based pedagogical approaches in social work education. This article provides an overview of a cocurricular student orientation developed by a group of social work students and educators in an effort to promote racial justice. Through the emergent planning process, principles of critical race theory and liberation theory were infused throughout the orientation event and related curriculum content.