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This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching practices and classroom environments affect students, especially students of color. For some, reflection was followed by insights about their role as instructors and equity-minded changes in practice; for others, reflection affirmed the value of their existing conceptions and current practice. Despite initial signs of learning, there was little evidence that participants developed lasting equity-mindedness.

In this critical qualitative study, we draw on interviews with sitting Presidents of Color in one state to explore the racialized dimensions of the college and university presidential search and appointment process. Informed by Ray’s racialized organization tenets of whiteness as a credential and racialized agency, our findings show that participants felt hyper-scrutinized and judged against white, masculine standards, norms, and expectations and had to endure explicit and implicit undermining of their potential for campus leadership. Our findings provide practice implications and recommendations for making presidential searches and appointments in higher education more racially equitable and inclusive.

Over the past two decades, the population of Latinx college students in the United States has more than doubled, from 1.4 million in 2000 to 3.4 million in 2018 (Hussar et al., 2020). This demographic trend is paralleled by a growing number of Hispanic-serving institutions (HSIs). HSIs are federally designated, degree-granting public or private not-for-profit colleges and universities with undergraduate, full-time equivalent enrollments of at least 25% Latinx students. According to Excelencia in Education (2020), there were 280 HSIs in 2008; by 2018, that figure rose to 539, an increase of 93%. With 17% of US higher education institutions currently

Beginning in 2019, California community colleges were required to use multiple measures to determine students’ placement into initial math courses. Community colleges also created structured BSTEM and liberal arts (SLAM) math pathways beginning in 2017. This contemporaneous implementation could reproduce racialized stratification in math course-taking. This study analyzes changes in math course-taking between Fall 2017 and Summer 2021 using multinomial logistic regression. We find that after the reforms, fewer students across racial/ethnic groups took developmental math and more students attempted SLAM and BSTEM math in the first year of enrollment. Students of color were more likely to take SLAM math and slightly less likely to take BSTEM math, even among academically prepared students. We find some evidence of racial tracking in the steeper increase in SLAM course-taking among Latina/o/x students compared to other racial/ethnic groups. We discuss implications for future policy and practice given these results.

Background: Congenital Adrenal Hyperplasia (CAH) is a group of autosomal recessive disorders characterized by impaired cortisol synthesis. Mutations in the gene CYP21A2 encoding adrenal enzyme 21-hydroxylase (P450c21) leads to blockage of corticol synthesis and diversion of its precursors to sex hormone biosynthesis. Cardinal features among females include ambiguous genitalia and progressive virilization. Clinical Case: A 16 year-old female presented with ambiguous genitalia since birth. 46XX karyotype and an elevated 17-hydroxyprogesterone (17-OHP) were noted on initial work-up. Pelvic ultrasound showed remnants of the vagina. Family history was unremarkable. She was managed as a case of congenital adrenal hyperplasia, classic virilizing form, currently maintained on prednisone 5mg/tab, 1 tablet once a day. She underwent vaginoplasty via urogenital mobilization at 1 year of age. Menarche was at 15 years old with irregular menses and scanty in volume. On physical examination, patient had a masculine voice, prominent brow ridge and jaw line, with excess hair on upper lip, chin and lower extremities (Ferriman Gallwey score of 16). Breasts were underdeveloped (Tanner Stage 2) with pubic hair extending to medial thighs (Tanner Stage 5). Clitoris was enlarged at 2.5 cm, with normal vaginal opening and perineum. There were no features of Cushing syndrome. Patient has regular follow-up with her paediatrician, endocrinologist, urologist, and school psychologist. Annual counselling regarding genital reconstruction and monitoring of serum 17-OHP were done. Latest 17-OHP result at 14 years old was 10 nmol/L (NV = 0.82-8.78 nmol/L) via radioimmunoassay. Gender preference was that of a female. She then underwent neurovascular sparing clitoroplasty. Stress doses of hydrocortisone was administered peri-operatively. No urinary incontinence, urinary tract infection nor decrease in clitoral sensitivity was noted post operatively. Recent pelvic ultrasound showed normal-sized anteverted uterus with intact endometrium. Patient is satisfied with the surgical outcome, although sexual function cannot be fully evaluated as she is sexually inactive. Feelings of anxiety and self-consciousness were subdued by sharing her thoughts to her parents and closest friends. She is currently clinically stable with no signs or symptoms of glucocorticoid deficiency or excess. Conclusion: The present case emphasized that in managing congenital adrenal hyperplasia, long-term monitoring and evaluation of multiple clinical aspects including fertility and psychological issues are of great value. Despite genital reconstruction, gender identity problems may still arise. Addition of androgen inhibitors can be considered. Addressing psychosocial issues in such patients is also a continuous process and should not be overlooked.

Despite its popularity, ubiquity, and wide use in the field of higher education, \"equity\" is a word rarely defined with clarity and precision, its meaning assumed, left vague, or open to interpretation. Across policy, research, and practice circles, what equity means, who and what it is for, and what it necessitates from those who profess its importance varies; not only can equity be framed using different rationales and be based on different ideological underpinnings, it can focus on different issues and populations and entail different forms of action. In this way, there is no fixed notion of what equity is in higher education, no \"right\" definition. Rather, there are meanings that researchers, policymakers, and practitioners construct and enact for themselves and for their audiences. Understanding how the meaning of equity is made and put into practice matters because equity beckons moral questions over the ideals of higher education as a public good and as an institution that counts the related concerns of equality and egalitarianism among its foundational principles. Moreover, it matters because colleges and universities face increasing pressure from stakeholders within and outside higher education to address issues associated with equity, specifically the improvement and elimination of disparities in student access, completion, and success.This dissertation tackles the question of how equity is constructed and enacted locally, that is, in a particular setting where negotiations and contests of its meaning take place. Unlike most prior higher education research that begins with (often unstated) criteria for equity and seeks to answer whether and/or how these criteria are met, this study is not anchored by a particular definition of equity, fidelity to which must be evaluated. Instead, it treats equity as an organizational phenomenon and explores the world that emerges when equity is made a priority. Through a case study of a community college nested in a policy environment where equity has recently emerged as an explicit focus, this dissertation examines how practitioners come to terms with what equity is; what equity becomes as it interacts with the organizational rules, norms, identities, and bureaucratic and power structures that govern practitioner thinking and work; and what happens to the college as practitioners pursue efforts done in equity's name. Guided by an organizational sensemaking framework, this study features a theory-informed case narrative based on interviews, observations and documents collected over a one-year period. Specifically, the case narrative describes the local environment in which the construction and enactment of equity is unfolding; how equity was triggered as something to make sense of; how individual practitioners conceptualize equity; how equity's meaning emerged through a process of labeling ideas and actions as \"equity\"; and how the emerging meaning about equity is contested.Drawing on the case narrative, the dissertation presents findings and lessons learned in the form of six propositions about equity's construction and enactment in a community college setting: (1) Policy can be a powerful trigger, but internal instigators are needed for ongoing sensemaking about equity; (2) Labeling what equity is (and is not) gives equity its meaning; (3) Equity constructed in the field has a local character; (4) Who should be the target of equity efforts and what the focus of equity should be are as messy in practice as in research; (5) Enacting equity in an existing system means you have to deal with the existing system; (6) Constructing and enacting equity is not an apolitical process.

The Philippines has found its place in the global economy--and the global healthcare crisis--by exporting one thing it has the US and UK needs: well-trained nurses. Ching discusses the long-term effects of the foreign recruitment of Filipino nurses on the Philippine's healthcare industry as well as its economy.

The first night effect (FNE) is a type of sleep disturbance caused by an unfamiliar environment, which leads to difficulty falling asleep and reduced sleep duration. Previously, we reported that Lactobacillus fermentum PS150 (PS150) improves sleep conditions in a pentobarbital-induced sleep mouse model. In this study, we aimed to evaluate the effect of PS150 on the FNE in mice. Briefly, mice were implanted with electrodes and orally administered PS150 for four weeks, and then the FNE was induced by cage changing. Analysis of polysomnographic signals revealed that intervention with PS150 restored non-rapid eye movement (NREM) sleep length under the FNE. Compared to diphenhydramine, a commonly used sleep aid, PS150 had no unwanted side effects, such as rapid eye movement (REM) sleep deprivation and fragmented sleep. Moreover, temporal analysis revealed that PS150 efficiently reduced both sleep latency and time spent restoring normal levels of REM sleep. Taken together, these results suggest that PS150 efficiently ameliorates sleep disturbance caused by the FNE. Additionally, V3–V4 16S rRNA sequencing revealed significant increases in Erysipelotrichia, Actinobacteria, and Coriobacteriia in fecal specimens of the PS150-treated group, indicating that PS150 induces gut microbiota remodeling.

Persistently low white blood cell count (WBC) and neutrophil count is a well-described phenomenon in persons of African ancestry, whose etiology remains unknown. We recently used admixture mapping to identify an approximately 1-megabase region on chromosome 1, where ancestry status (African or European) almost entirely accounted for the difference in WBC between African Americans and European Americans. To identify the specific genetic change responsible for this association, we analyzed genotype and phenotype data from 6,005 African Americans from the Jackson Heart Study (JHS), the Health, Aging and Body Composition (Health ABC) Study, and the Atherosclerosis Risk in Communities (ARIC) Study. We demonstrate that the causal variant must be at least 91% different in frequency between West Africans and European Americans. An excellent candidate is the Duffy Null polymorphism (SNP rs2814778 at chromosome 1q23.2), which is the only polymorphism in the region known to be so differentiated in frequency and is already known to protect against Plasmodium vivax malaria. We confirm that rs2814778 is predictive of WBC and neutrophil count in African Americans above beyond the previously described admixture association (P = 3.8 x 10(-5)), establishing a novel phenotype for this genetic variant.