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Background Medical education research indicates that students of color face discrimination affecting their sense of belonging within historically white institutions (HWIs) of academic medicine. This is especially true for the students with intersectional identities such as Black women and Latinas, who continue to make up a small percentage of medical school matriculants each year. Methods In 2021, we initiated a virtual community of seven Black women and Latina medical students from around the midwestern United States. Over a two-year period, participants engaged in online message boards and research interviews discussing their experiences for the purpose of promoting a sense of belonging. Using the data collected from the virtual community, we implemented a composite narrative methodology undergirded by theoretical frameworks Black Feminist Thought (BFT) and Latina Chicana Feminism (LCFT) to answer our research question. The purpose of the study was to understand the impact of a sense of belonging on participant experiences in medical school, while also protecting their anonymity. Results The findings for this study are illustrated via composite narratives that are organized as a conversation between a Black woman and a Latina medical student named Moon and Star. The composite narratives highlight experiences had among the seven participants demonstrating how minoritized identity development is inconsistent with belonging and the need for HWIs of academic medicine to establish a rightful presence beyond belonging. Rightful presence is a concept where the qualities and characteristics of an individual are accepted in an environment and therefore, do not require the individual to adjust for purposes of belonging. Conclusion This study identified rightful presence as a way to engage Black women and Latina students in medical education. Based on the findings from this study we encourage moving beyond a sense of belonging approach toward welcoming the unique contributions of Black women and Latinas starting with their right to be in medical education spaces.

Women who identify as Latinas, Hispanic, or Spanish Origin (LHS+) are members of one of the fastest growing ethnic groups in the US. When we consider this fact regarding providing quality healthcare, we find that it is important to have a physician workforce that is representative of this population. However, there is little research about the experiences of LHS+ women in the medical field. The purpose of this study was to explore narratives found in medical education literature documenting the experiences of LHS+ women as learners, trainees, and professionals across the medicine continuum. We conducted a critical narrative review using Latina Chicana Feminist Perspective as a theoretical framework to identify and synthesize literature on LHS+ women in medicine. From July 2021 to October 2021 and November 2023 to January 2024, we performed searches using one database (MEDLINE [OVID]) and selected studies consistent with narrative integrity and relevance to the experiences of LHS+ women using the data software Covidence. After four phases of review, which included the identification phase, screening phase, and eligibility phase, we found 12 articles that discuss the experiences of LHS+ women. The literature allowed us to provide a preview of what is being discussed in terms of the experiences of LHS+ women populations. Although the articles found provided some information about the experiences of LHS+ women in medical education literature, more information is needed. Given the limited representation of narratives about LHS+ women in medical education research, there is a narrow opportunity to explore what their medical school experiences are and have been to develop interventions for their success. Medical educators and administrators are therefore limited in how they can address the possibilities of enhancing or replicating positive experiences and environments for LHS+ women in medicine.

Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor.

The purpose of this historical examination is to first understand the context of United States affirmative action legislation and its importance. It provides a spotlight on Indiana University Bloomington (IUB) during the civil rights movement and what led to the creation of policies that would forever impact the institutional makeup of IUB. Affirmative action plans derived from civil rights legislation eventually led to the initiation of programs that focused on recruiting and retaining students of color at IUB. Programs like Groups Special Services Program, which began in 1968, and the Minority Achievers Program (MAP), which started in 1987, are said to be products of such affirmative action policies (Affirmative Action Office 1987-1988) and still have a place on campus today, now referred to as the Groups Scholars Program and the Hudson and Holland Scholars Program, respectively. This article explores how exactly these programs came to be, what national and local events influenced them, and who had a say in their formation. Was the creation of these programs merely an accommodation to civil rights legislation and events taking place nationally, or were the actors really concerned about changing the campus makeup to incorporate more minority students? Additionally, have these programs improved the recruitment and retention of underrepresented students of color at IUB, thus creating a situation where there is no longer a need to question the purpose of affirmative action? In addition to answering these questions, the article demonstrates how IUB's affirmative action strategies can serve as an example of undermining affirmative action policies for institutions of higher education today. Rather than developing new strategies, IUB retrofitted existing programs to affirmative action policies. Because IUB still struggles to increase enrollment of students of color, institutions of higher education can reflect on the IUB's affirmative action strategies and consider what not to do when assessing their own.

Black women in college have a long history of real and perceived barriers related to stereotypes, isolation, and marginalization (Hughes & Howard-Hamilton, 2003; Patton & Croom, 2017; Porter & Dean, 2015; Stewart, 2017). However, Black women college students maintain the ability to showcase self-worth and valuation for themselves and their community in spite of systems of oppression (Apugo, 2017; Evans, 2007). Social media is a space for Black women to express their identity and self-worth (Davis et al., 2012; DeAndrea et al., 2012; Greenwood et al., 2016; Junco, 2014). Black women use social media as a regenerative space, where Black women in college reconstitute themselves as members of society and support one another (Brock, 2009). This is important to consider for Black women graduate students, who experience higher levels of invisibility on college campuses than their undergraduate peers, because of their low enrollment numbers and limited ability to connect with other Black women (Apugo, 2017). Using Black feminist thought (Collins, 2002) as a conceptual framework and dramaturgy as a methodology, the purpose of this dissertation is to explore social media content graduate Black women students produce for reclamation, resistance, and healing.

During May/June 2020, many academic medical centers issued statements responding to the murder of George Floyd by Minneapolis police. This paper reviews deans' and chief diversity officers' statements to determine whether they referenced the language used in Liaison Committee on Medical Education (LCME) standards. The research team completed a critical discourse analysis of 23 institutional statements published from 25 May to 9 June, comparing them with relevant LCME standards for the deductive analysis. The research team determined, first, that LCME standards do not provide clear direction for institutions willing to engage in antiracism work. Second, the researchers identified a connection between LCME rhetoric and how language was used in the institutional statements, which centered whiteness, repackaged previous initiatives to maintain the status quo, and asserted that stated changes would be made with no indication that real change can occur. The research team recommends LCME standards should be revised to provide clear guidance on implementing antiracism in medical schools. Institutions should move away from whiteness to center and uplift Black voices, particularly student voices. Transformation is necessary; change should focus on, not just recruiting individuals underrepresented in medicine faculty, students, and staff, but developing equitable environments that will retain them. Curricula should be reviewed and revised to promote egalitarian principles. With the understanding that faculty and students of color often labor disproportionately to teach cultural competence topics, we recommend that schools offer scholarships and stipends to remunerate those who serve above and beyond. Keywords: * Accreditation * DEI * LCME Standards * Medical Education * Systemic Racism

Soil compaction represents a major agronomic challenge, inhibiting root elongation and impacting crop yields. Roots use ethylene to sense soil compaction as the restricted air space causes this gaseous signal to accumulate around root tips. Ethylene inhibits root elongation and promotes radial expansion in compacted soil, but its mechanistic basis remains unclear. Here, we report that ethylene promotes abscisic acid (ABA) biosynthesis and cortical cell radial expansion. Rice mutants of ABA biosynthetic genes had attenuated cortical cell radial expansion in compacted soil, leading to better penetration. Soil compaction-induced ethylene also up-regulates the auxin biosynthesis gene OsYUC8. Mutants lacking OsYUC8 are better able to penetrate compacted soil. The auxin influx transporter OsAUX1 is also required to mobilize auxin from the root tip to the elongation zone during a root compaction response. Moreover, osaux1 mutants penetrate compacted soil better than the wild-type roots and do not exhibit cortical cell radial expansion. We conclude that ethylene uses auxin and ABA as downstream signals to modify rice root cell elongation and radial expansion, causing root tips to swell and reducing their ability to penetrate compacted soil.

TODAY * NSW APPRENTICE OF THE YEAR ANNOUNCED * IT'S INTERNATIONAL DISASTER REDUCTION DAY * IT'S INTERNATIONAL LESBIAN DAY

BackgroundZellweger syndrome spectrum disorders are caused by mutations in any of at least 12 different PEX genes. This includes PEX16, which encodes an integral peroxisomal membrane protein involved in peroxisomal membrane assembly. PEX16-defective patients have been reported to have a severe clinical presentation. Fibroblasts from these patients displayed a defect in the import of peroxisomal matrix and membrane proteins, resulting in a total absence of peroxisomal remnants.ObjectiveTo report on six patients with an unexpected mild variant peroxisome biogenesis disorder due to mutations in the PEX16 gene. Patients presented in the preschool years with progressive spastic paraparesis and ataxia (with a characteristic pattern of progressive leucodystrophy and brain atrophy on MRI scan) and later developed cataracts and peripheral neuropathy. Surprisingly, their fibroblasts showed enlarged, import-competent peroxisomes.ResultsPlasma analysis revealed biochemical abnormalities suggesting a peroxisomal disorder. Biochemical variables in fibroblasts were only mildly abnormal or within the normal range. Immunofluorescence microscopy revealed the presence of import-competent peroxisomes, which were increased in size but reduced in number. Subsequent sequencing of all known PEX genes revealed five novel apparent homozygous mutations in the PEX16 gene.ConclusionsAn unusual variant peroxisome biogenesis disorder caused by mutations in the PEX16 gene, with a relatively mild clinical phenotype and an unexpected phenotype in fibroblasts, was identified. Although PEX16 is involved in peroxisomal membrane assembly, PEX16 defects can present with enlarged import-competent peroxisomes in fibroblasts. This is important for future diagnostics of patients with a peroxisomal disorder.