The increasing demographic diversity of college students, including more low-income and non- traditional students have heightened the prevalence of food insecurity on campuses. Currently, three in five college students experience food insecurity. This study aimed to understand the steps that public 2- and 4-year colleges in Maryland are taking to assess and address food insecurity among students. Using a qualitative approach, public health students developed an interview guide and identified key informants through college websites and the Maryland Hunger Solutions hunger-free campus network. Interviews were conducted between 2022 and 2024, and data were analyzed to identify common themes. We determined that nearly all campuses have implemented programs to combat food insecurity. We identify the broad array of programming, ranging from small food closets to comprehensive support systems, including free grocery stores, save-a-swipe programs, food recovery initiatives, farmer’s markets, grocery store gift cards, campus emergency funds, SNAP application support, and community referrals. This research aims to highlight and share best practices for addressing food insecurity and inform collective action, such as advocacy at the state level.
Culturally responsive teaching (CRT) is a student-based teaching practice that uses the students' customs, characteristics, experiences, and perspectives as tools to create a supportive classroom environment. This study will create a comprehensive database of the various approaches to CRT practice implementation throughout LAUSD elementary school curriculums. There are two questions that this study hopes to answer, the first: What can the findings of a detailed analysis of LAUSD elementary school websites uncover about their respective implementations of Culturally Responsive Teaching practices? The second: Can a significant correlation be found between the inclusion of CRT practices in elementary school classrooms and higher rates of academic success of the students in those classrooms? The data collection process, completed for each of the 400+ LAUSD elementary schools, examines student population racial composition, the percentage of students on free/reduced fee lunch programs, school size, whether the school claims to implement CRT practices into their curriculum, the methods for CRT practice implementation, the accessibility of CRT information on their school website, and academic achievement trends of the students both before and following the proposed CRT practice implementation. This study aims to bridge the gaps between the theory of CRT practices and its application.
When Jamaica gained independence in 1962, it grappled with the question of how to define Jamaican national identity. With the absence of Indigenous culture, Jamaican nationalism sought to develop an identity that would unify its diverse population that comprised the descendants of African, Asian, Middle Eastern, and European-descended peoples. Despite this approach towards racial inclusion, I argue that 20th-century Jamaican nationalism is a reflection of colonialism. While in theory, Jamaican nationalism was inclusive of its multiracial population, in practice, it maintained European beauty standards. Consequently, there is a societal preference for beauty attributes aligned with Europe’s standards. The physical appearance of the Jamaican identity also spews over to other sectors of Jamaican society, such as economic wealth and political power. This undesirableness of being Black, which is seen in Creole Nationalism, is further defined through the oppression of Afro-Jamaicans and enacted violence against the Afrocentric expressions of Rastafarians. The government’s narrative of racial harmony creates a colour-blind society; rather than addressing the racial tensions and problems in society, the government masks it under the motto, “Out of Many, One People,” and race is no longer a problem. This further perpetuates Jamaica’s racial issues, and race becomes more ingrained in society.
There is no denying the physical impacts the climate crisis has on populations especially older generations and those living with frailty, being more susceptible to heatwaves, flooding, and even infectious diseases. However, a growing concern seems to be the mental health impacts the climate crisis has on younger generations and how they plan their families. With terms such as eco-anxiety, climate stress, and ecological grief on the rise younger generations seem to be more impacted when it comes to fighting for environmental change. Existing research indicates a split between generations when it comes to their views on the climate crisis with younger generations being more aware of the severity of the global problem and older generations not being aware or simply not caring. The purpose of this research is to explore the impacts the climate crisis has on students at Stanislaus State and how it impacts their future. This research can be used to implement policies to support students at Stanislaus State, educate its community, and gain insight on the mental health impacts the climate crisis has on younger generations.
Nationwide, underrepresented minority men historically exhibit the lowest retention and graduation rates in higher education. Additionally, their representation in high-paying fields, such as healthcare, is disproportionately low compared to their presence in society. This study examines how integrating resources without barriers or pressures can create a foundation of success for underrepresented minority men at a Minority Serving Institution (MSI). Involvement in mentoring, specialized classes, and organizations that reflect their backgrounds fosters essential skills and motivation. Our data indicates that engagement in community activities with peers of similar backgrounds enhances both academic performance and a sense of belonging. By introducing underrepresented minority men into supportive environments, such as mentoring programs, community service, and professional experiences tailored for underrepresented communities, their drive to succeed is amplified. Education on internships expose these men to their fields of interest and allow them to visit different schools, providing hands-on experience and helping them envision their future. Consequently, these young men are better equipped to enter their desired fields, overcoming societal stigmas and false expectations.
