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Critical storytelling in urban education
\"Critical Storytelling in Urban Education shares poems and stories written by college students attending Metropolitan State University in Saint Paul, Minnesota, and Wayne State University in Detroit, Michigan. The poets and storytellers in this gripping volume address challenges they have faced, issues of sexual abuse, racial politics, cultural identity, stigmatization of marginalized communities, immigration, and other forms of struggle within and outside of urban educational settings. They are students in Education, Communication Studies, Business, and English, among other disciplines. Academic writing has been frequently reserved to professors and doctoral students. This collection is different in that the writing of undergraduate and master students is featured. In a world of unrest, strife, and division, critical stories are sacrosanct\"-- Provided by publisher.
Book
Language across Difference
Once a predominantly African-American city, South Vista opened the twenty-first century with a large Latino/a majority and a significant population of Pacific Islanders. Using an innovative blend of critical ethnography and social language methodologies, Paris offers the voices and experiences of South Vista youth as a window into how today's young people challenge and reinforce ethnic and linguistic difference in demographically changing urban schools and communities. The ways African-American language, Spanish and Samoan are used within and across ethnicity in social and academic interactions, text messages and youth-authored rap lyrics show urban young people enacting both new and old visions of pluralist cultural spaces. Paris illustrates how understanding youth communication, ethnicity and identities in changing urban landscapes like South Vista offers crucial avenues for researchers and educators to push for more equitable schools and a more equitable society.
eBook
Precepting in health professions education in Minnesota: motivators and inhibitors
Purpose
Precepting is an essential component of health professional educational programs, yet barriers exist for the recruitment and retention of preceptors. Our goal was to determine the incidence of precepting by physicians, physician assistants (PAs), and advanced practice registered nurses (APRNs) in Minnesota; whether the incidence of precepting varies by region or work setting; and to identify the factors that motivate or inhibit precepting.
Method
A survey study of physicians, PAs, and APRNs in Minnesota from February 9, 2023 through March 6, 2024. The survey was conducted at the time of health care professional (HCP) license renewal to determine the incidence, work setting, region, motivators, and inhibitors of healthcare precepting. The primary outcome was the incidence of precepting with other variables being work setting, region, motivators, and inhibitors.
Results
A total of 18,021 health care professionals were surveyed including 12,530 physicians, 3,073 PAs, and 2418 APRNs. The response rate was 97.4%. Across all professions, work settings, and regions the incidence of precepting was 67% (APRNs 70.7%; physicians 68.2%; PAs 61.2%). Precepting was more common in rural (73.6%) versus urban areas (66.9%); and at hospitals (75.6%) versus clinics (61.5%), long-term care (56.7%), or community settings (58.2%). The main motivators for precepting were intrinsic (because they enjoyed it and/or had a personal desire to serve the profession). For those that did not precept, the most common reasons were having no time in their schedule and not being paid to precept.
Conclusions
The majority of HCPs in Minnesota precept learners. The sites with the highest proportion of precepting were rural clinics and urban hospitals. Intrinsic factors were the major reason given for the decision to precept, with extrinsic factors playing a minor role in these decisions, but a major role for those that did not precept. Our results suggest organizational solutions could enhance the recruitment of preceptors. Keywords: shortage of preceptors; rural preceptors; clinical precepting and training.
Journal Article
Growing North Minneapolis: Connecting Youth and Community through Garden-based Experiential Learning
Growing North Minneapolis (GNM) is an urban agriculture and youth development summer program sited in the North Minneapolis, MN, neighborhood. The program is a university–community partnership between faculty at the University of Minnesota (UMN) and North Minneapolis community partners. We leverage resources from the city of Minneapolis Step-Up program to recruit, train, and employ youth (14–15 years old) who face barriers to employment—particularly youth from low-income families, youth of color, youth from immigrant families, and youth with disabilities. Youth interns are placed in a 10-week-long summer program and are matched with undergraduate student mentors from the UMN and North Minneapolis gardener mentors. The undergraduate students and garden mentors work together to lead teams of youth and work in multiple urban garden sites located in North Minneapolis, a designated low-resource community in the metro area. One of our goals is to develop leadership experience for UMN undergraduate students and improve food and horticultural skills among urban youth through garden-based education. Learning is experiential and contextualized in the various community garden sites through activities focused on food justice and accessibility, food production systems, and horticultural science. Youth learning and development outcomes are reported based on written postprogram qualitative survey questions prompting youth to identify what they learned throughout the program, what they enjoyed the most, and what challenged them after the summer program in 2018. Our results show that youth participants learned across multiple domains of knowledge and valued the social interaction offered by the intergenerational mentorship structure. The GNM program can serve as a model for garden-based experiential learning with early high school youth.
Journal Article
Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk
Analyses examined academic achievement data across third through eighth grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower risk groups. Math and reading achievement were lower, and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities.
Journal Article
Proximal Processes in Urban Classrooms: Engagement and Disaffection in Urban Youth of Color
We examine adolescents' interpretations of instructional interactions to understand the academic and developmental implications of pedagogy for urban youth of color. In doing so, we seek to advance existing knowledge regarding student engagement in two ways—enhancing the ecological validity of such theories and making the links to teacher practice explicit. Urban youth of color (N = 28) were recruited from two urban high schools in Pittsburgh, Pennsylvania, and two youth development programs in Saint Paul and Minneapolis, Minnesota. The following three emergent findings summarize engagement-relevant interpretations of instructional interactions made by the adolescents in our study: (a) feeling heard in class, (b) going all in, and (c) taking students seriously.
Journal Article
For the rural curious: mixed methods evaluation of a rural pharmacy practice elective
Background
As of 2020, 20% of people residing in the United States of America (U.S.) lived in rural communities. Despite rural residents tending to be older, poorer, and having greater disease burden than their urban counterparts, the number of rural primary care providers continues to decline. Nearly 66% of U.S. Primary Care Health Professional Shortage Areas are designated as rural. Pharmacists can help address this shortage of rural primary care providers, often serving as providers of first-contact care; however, only 12% of U.S. pharmacists practice in rural communities. To help address this gap, in 2022 an elective Rural Pharmacy course was created at the University of Minnesota College of Pharmacy by a faculty member who has rural practice experience.
Methods
The course combines formal lectures, guest presentations by rural pharmacists and student interviews with additional rural pharmacists. For the 42 students enrolled in the course in 2022 and 2023, non-parametric statistics were used to compare the percentage of students who were raised in rural communities or who otherwise had extensive exposure to rural, and compare student interest ratings (1 to 7) about practicing/living rural at the beginning and end of the course. Students also wrote end-of-course reflection papers, commenting on the course and their interviews with rural pharmacists.
Results
Across both years, 45% of the enrolled students had previous experience in rural communities. The net change in Rural Interest scores among students completing both questionnaires was + 5 in 2022 and + 2 in 2023, both non-significant differences. The largest shifts in student interest were from “Not Sure” at the start of the course to “Interested” or “Not Interested” at the end of the course, and from “Interested” to “Very Interested.” In their reflection papers nearly 60% of students reported being most impressed by their interviews with rural pharmacists.
Conclusions
A course addressing the benefits and challenges of practicing pharmacy in rural communities was well-received by pharmacy students. Even students who have little interest in living in a rural community can benefit from being introduced to rural culture, enabling them to provide more culturally-responsive care for patients from rural communities.
Journal Article
Critical Storytelling in Urban Education
Critical Storytelling in Urban Education shares poems and stories written by college students attending Metropolitan State University in Saint Paul, Minnesota, and Wayne State University in Detroit, Michigan.
eBook
Measuring the health literacy of the Upper Midwest
Objectives: Health literacy—the ability to obtain, process, and understand basic health information—is a major determinant of an individual’s overall health and health care utilization. In this project, the authors examined predictors of health literacy levels, including numeracy and graphic literacy, among an adult population in the Upper Midwest.Methods: The research was conducted at the Minnesota State Fair. Three previously validated scales were used to assess health literacy: Newest Vital Sign, the General Health Numeracy Test, and questions from Galesic and Garcia-Retamero’s Graph Literacy Scale. Demographic information—such as age, educational attainment, zip code, and other potential predictors and modifiers—was collected. Multivariate linear regression was conducted to examine the independent effects of educational attainment, race, ethnicity, gender, and rural or urban location on overall health literacy and scores on each of the individual instruments.Results: A total of 353 Upper Midwest residents completed the survey, with the majority being white, college-educated, and from an urban area. Having a graduate or professional degree or being under the age of 21 were associated with increased health literacy scores, while having a high school diploma or some high school education, being Asian American, or being American Indian/Alaska Native were associated with lower health literacy scores.Conclusion: Advanced health literacy skills, including the ability to calculate and compare information, were problematic even in well-educated populations. Understanding numerical and graphical information was found to be particularly difficult, and more research is needed to understand these deficits and how best to address them.
Journal Article
Comparison of individual-level versus area-level socioeconomic measures in assessing health outcomes of children in Olmsted County, Minnesota
Background Socioeconomic status (SES) is an important determinant of health, but SES measures are frequently unavailable in commonly used datasets. Area-level SES measures are used as proxy measures of individual SES when the individual measures are lacking. Little is known about the agreement between individual-level versus area-level SES measures in mixed urban–rural settings. Methods We identified SES agreement by comparing information from telephone self-reported SES levels and SES calculated from area-level SES measures. We assessed the impact of this agreement on reported associations between SES and rates of childhood obesity, low birth weight <2500 g and smoking within the household in a mixed urban–rural setting. Results 750 households were surveyed with a response rate of 62%: 51% male, 89% Caucasian; mean child age 9.5 years. Individual-level self-reported income was more strongly associated with all three childhood health outcomes compared to area-level SES. We found significant disagreement rates of 22–31%. The weighted Cohen's κ indices ranged from 0.15 to 0.22, suggesting poor agreement between individual-level and area-level measures. Conclusion In a mixed urban–rural setting comprised of both rural and urbanised areas, area-level SES proxy measures significantly disagree with individual SES measures, and have different patterns of association with health outcomes from individual-level SES measures. Area-level SES may be an unsuitable proxy for SES when individual rather than community characteristics are of primary concern.
Journal Article