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For Spanish-speaking Latinos in the United States, the Spanish language is a component of identity that is often viewed as fundamental to their human experience. This deep connection between language and identity becomes problematic as a result of what we suggest in this paper is a deeply racialized attack on the use of the Spanish language. Drawing upon ethnographic and qualitative in-depth interview research with first-generation Mexican migrants in the US, we bring together the literatures on race and ethnicity to facilitate a more nuanced understanding of the ethnic and racialized processes involved in reaction to and treatment of the use of Spanish in the US. Centering the voices and experiences of first-generation migrants, we are able to explicate their experiences with respect to intersecting mechanisms of ethnocentrism, language oppression, and racism.

Properly designed micro-scale surface textures can have positive impact on adhesion reduction and lubrication enhancement, which can lead to lower friction and improved performance of a contact interface. The present study aims to utilize this function of textures to reduce the adhesion between a drill and a workpiece. In this study, rectangular surface textures were generated on the margins of drill bits using a diode-pumped Nd:YVO 4 picosecond laser with a wavelength of 532 nm. Two designs were created in which the textures covered approximately 10 and 20 % of the margin surface area. Textured drills were tested by drilling a series of holes in a titanium plate while recording cutting forces, and the results were compared with the performance of baseline samples. Thermographic heat profiles and visual inspections of the drills were taken at increments of 5 and 10–15 holes, respectively. The comparison demonstrated an encouraging improvement in drill bit life as judged by the number of holes drilled before failure. Textured drills were found to reduce adhesion of titanium chips on the drill margins. This work has demonstrated the potential of texturing to significantly improve the lifetime of drill bits and similar cutting tools.

The study examines the research–practice partnership (RPP) model aimed at co‐constructing and integrating computational thinking (CT) in culturally responsive (CR) ways within early childhood and elementary (PreK‐5) classrooms, focusing on teachers' RPP experiences. Recent research underlines the importance of integrating CT in early childhood and elementary education, demonstrating that culturally, linguistically, and developmentally responsive computational activities in PreK‐5 settings are key to such efforts. However, there is a gap in research regarding effective professional development models that would prepare early childhood teachers in terms of both disciplinary ideas and practices of CT, as well as attending to cultural, linguistic, and developmental differences in young children in asset‐based ways. Our research contributes to this body of knowledge by examining how RPP can be a model for teacher learning in which teachers, administrators, and researchers can co‐develop knowledge and confidence in integrating CT into the PreK‐5 teaching curriculum and practices in CR ways. The study outlines the collaborative development of processes and frameworks co‐constructed by the RPP educators, as well as teacher‐developed curricular materials and lesson plans integrating CT in CR ways. Findings include teachers' experience of these lessons and teacher insights about the support needed to incorporate CT and CR practices into their existing curricula. The study concludes by highlighting the potential challenges and opportunities inherent in such endeavors, thereby contributing to the broader discourse on supporting CT integration into early childhood classrooms in CR ways.

This study explored how supervisors in student affairs narrate their experiences of supervising new professionals. Utilizing narrative inquiry methodology, data were obtained through in-depth interviews of 13 supervisors and analyzed using thematic and narrative analysis methods. Implications for graduate preparation programs, professional practice, and future research are discussed.

This column presents ideas and techniques to enhance science teaching. In the \"Talking Window Garden\" project, students create \"smart\" plant pots that use sensors to collect and analyze data on the health of their plants. The Talking Window Garden project was a collaborative effort between an elementary teacher who wanted to challenge her math class; a software engineer from a local tech company who wanted to inspire the next generation of engineers; and the author, a technology specialist who wanted to introduce students to 3D design. Fourth-grade students worked on the project during their Thursday math block, an hour and 15 minutes each week, from February through May. During the project, students were engaged and on-task in a way that was unheard of for math class.

Davis shares a fourth-grade project where Internet of Things took a traditional engineering design challenge to the next level by adding data to the mix. The Talking Window Garden project was a collaborative effort between an elementary teacher who wanted to challenge her math class; a software engineer from a local tech company who wanted to inspire the next generation of engineers; and a technology specialist who wanted to introduce students to 3D design. Fourth-grade students worked on the project during their Thursday math block, an hour and 15 minutes each week, from February through May. During the project, students were engaged and on-task in a way that was unheard of for math class.

This study explored the experiences of Black Queer women working in higher education and how these women navigated the challenges associated with their multiple marginalized identities. This study further highlights the impact of these challenges on these women as marginalized employees, as well as their recommendations for higher education leadership. Black Queer women in higher education are hyperinvisible (Brassel, et al., 2020; Brown, 2021; Jones, 2006; Miles, 2012). Much of the current literature discusses both Black women and Queer women; however, it is uncommon to find studies investigating women whose intersectional identities are also Black and Queer. Using a phenomenological approach, in-depth, semi-structured interviews were conducted to explore the workplace experiences of ten Black Queer women in higher education. Participants submitted photos, as well. Interpretative phenomenological analysis was used to code data to understand their lived experiences. Four major themes emerged, with corresponding subordinate themes. Findings show that Black Queer women experience challenges and stress associated with emotional labor, being overworked, isolated, tokenized, and engaging in respectability politics. Recommendations are that higher education leadership use resources to hire and compensate more Black Queer women, facilitate safe spaces to foster belonging, create unique professional development opportunities, and acknowledge Black Queer women’s contributions as a way to encourage authentic voices.

This qualitative study describes the experiences of Black undergraduate women who are involved in a Black student organization at a public predominantly White institution (PWI) beyond the freshman year. Understanding how these students are involved, the meaning they make of their participation, and how they simultaneously manage extracurricular activities, and their academic responsibilities is essential to providing Black women with support that will help reduce barriers to persistence. Questions about their level of involvement provide insight into how these students perceive their participation in student organizations. The following research questions are aligned with the theoretical suggestions made within Astin’s Theory of Student Involvement and Patricia Hill Collins’ Black Feminist Thought: How do Black undergraduate women describe their experience as members of a Black student organization on a predominantly White campus?, How do Black undergraduate women make meaning of their extracurricular involvement in a Black student organization on a predominantly White campus, How do Black undergraduate women simultaneously manage their extracurricular involvement and academic responsibilities while trying to reduce barriers to college retention, What perception do Black undergraduate women have regarding the role extracurricular involvement in a Black student organization plays in their persistence and academic outcomes? For this study, I utilized three tenants from Black Feminist Thought Framework (Collins, 2000) in collaboration with the Student Involvement Theory (Astin, 1984) to provide a critical lens during the investigation of Black undergraduate women who are involved in a Black student organization. The emerging themes from the study indicated the importance of Black student organizations on white campuses and the type of experiences Black undergraduate women have as members of such groups. Staff members indicated a lack of university services and support in retaining and assisting these students. The emerging themes of the study are creating culturally relevant experiences, taking on leadership roles, strategies to manage academic and extracurricular activities, Benefits of Involvement, controlling narratives and definitions. Findings from this dissertation study have the potential to contribute to the literature on Black undergraduate women and their experiences in culturally relevant student organizations.

Although it has been known for many years that alcoholism and tobacco addiction often co-occur, relatively little information is available on the biological factors that regulate the co-use and abuse of nicotine and alcohol. In the brain, nicotine acts at several different types of receptors collectively known as nicotinic acetylcholine receptors (nAChRs). Alcohol also acts on at least some of these receptors, enhancing the function of some nAChR subtypes and inhibiting the activity of others. Chronic alcohol and nicotine administration also lead to changes in the numbers of nAChRs. Natural variations (i.e., polymorphisms) in the genes encoding different nAChR subunits may be associated with individual differences in the sensitivity to some of alcohol's and nicotine's effects. Finally, at least one subtype of nAChR may help protect cells against alcohol-induced neurotoxicity.