Posters and Online Posters
Skin Color as a Predictor of Mental Health in Young Latino Children
Poster/Exhibit Session Jaimie O'gara, Esther Calzada, Yeonwoo Kim
This study investigates the association between skin color and externalizing and internalizing problems in young Latino children. Using a longitudinal study of Mexican- and Dominican-origin children (N=750), regression models were conducted to examine the direct effect of skin color on internalizing and externalizing problems in first grade. Interaction effects between skin color and behavior problems at baseline on behavior problems at first grade were also tested. Half of the children were rated as “moderately dark,” followed by “honorary white” (35%), and “collective black” (11%). Collective black children had greater mother-rated aggression at first grade compared to honorary white peers (β=.28). Moreover, the association between externalizing behaviors at baseline and first grade was stronger for collective black children compared to honorary white children, controlling for other predictors. Our findings suggest that color-based discrimination, in which negative traits are associated with darker skin (Hunter, 2016), may put darker-skinned Latino children at increased risk for more severe and/or more persistent mental health problems. Future research is needed to examine experiences of discrimination directed at young Latino children in order to develop intervention strategies to counteract the effects of colorism.
Striving to Deliver Excellent Transgender Health Care with Education and Resources: Experiences of a Northern California Health Care Organization
Poster/Exhibit Session Surya Brown Moffitt, Jen Hawkins, Travis Valdovinos, Prital Patel, Barry Eisenberg, Nancy Brown
Transgender people are highly vulnerable and routinely marginalized in the US, often experiencing severe health disparities. Many providers, administrators, and staff lack knowledge, experience, and confidence in caring for this population. In response, our Northern California health care organization has spent three years fostering diversity and inclusion by developing system-wide inclusion resource groups, public-facing web resources and content, an integrated approach to charting, coding, referrals, and EMR documentation for this population, CME-approved trainings on transgender health, including the gender spectrum, hormonal management, and surgical options, which have reached more than 600 providers and staff, and A robust internal collaboration site for education and training resources. Outcomes include measures documenting satisfaction with trainings provided, increased confidence in providing transgender health care, increased patient satisfaction, improved access to all specialties in all geographic locations, new patient growth, decreased number of referrals to other health care organizations, and contributions to our community benefit goals. We believe sharing our experience as a large health care organization in creating a welcoming and affirming environment will help others provide excellent care to every patient, every time.
Bilingual Education and Mexican Tsotsil Children
Virtual Poster Karla Del Carpio Ovando
Education plays a vital role in today’s society and it is an important tool that can be used to heal and to bring the community together. That said, many times the true meaning and the purpose of education has been forgotten. An example of this is the transitional bilingual education that has been implemented in areas inhabited by indigenous peoples in Mexico where children are discriminated against and their linguistic and cultural rights are violated. This has damaged their personality and behavior. Children are shy, quiet, and isolated. The assimilation of indigenous children to the dominant society and with this forcing them to abandon their languages and traditions is not a problem that has happened only in Mexico or in other Latin American countries, but also in nations such as Canada and Australia where indigenous children were taken to schools where they were abused physically, mentally, and psychologically. In the case of Mexico, many indigenous children’s voices have been taken away since they have been taught in a language they do not understand. They have been silenced and their human, linguistic, and cultural rights have been violated. Therefore, it is emphasized that the creation and implementation of quality intercultural bilingual education can contribute to resolving this issue and to reconciling society. To do so, suggestions are given in this paper based on an ethnographic study conducted at a Spanish-Tsotsil elementary bilingual school located in Chiapas, Mexico.
International Service Learning for Developing Globally Competent Educators: The Muffled Voices of the Children of Batey 7
Poster/Exhibit Session Tonya Huber, Elizabeth R. Sanmiguel, Lorena P. Cestou, Mayra L. Hernandez
While the challenges to be globally competent bombard the field of education, what meaningful conceptual frameworks exist for considering (and assessing) students as globally-minded citizens developing intercultural competence as educators? The conceptual framework for this presentation evolves from Roland G. Tharp’s (1994) levels of causation and Paulo Freire’s (1989) critical consciousness. Interpreted through funnels incorporating ethnogenetic levels of causation, border regions and the people who live there are interpreted through dramatically different lenses than less culturally aware and historically informed analyses have provided. Equally, consideration of educational policies and practices, historical and contemporary, related to diversity can be explored more completely and meaningfully through funnel analysis. Tharp’s levels of causation analysis is an indispensable concept in education because it teaches the culturally aware individual to analyze current events beyond the present timeline, to replace stereotyping and simplistic identifications with richer, more contextualized and often globally inclusive interpretations. Profiles of students, particularly student research fellows, engaged in critical reflection, initially on their experiences through the analytical process of “I Am From” (Pipher, 2006) and summatively through a critical analysis called clips and captions (Huber, 2002, 2011, 2017), provide curricular models and transformative strategies for creating a culture of critical consciousness in education.
Culturally Responsive Early Literacy Instruction with Native American Communities
Poster/Exhibit Session Matthew Gillispie
This paper introduces a framework for culturally responsive teaching/instruction and services, and demonstrates its application to Native American children within the provision of early language and literacy services and support. Culturally Responsive Early Literacy Instruction: American Indian/Alaska Native (CRELI) is a personnel preparation project at the University of Kansas and funded by the U.S. Department of Education: Office of Special Education Programs (OSEP). CRELI addresses the personnel needs for speech-language pathologists with knowledge and experiences in early literacy instruction as well as cultural competency for serving American Indian/Alaska Native (AI/AN) people. CRELI relies on the collaboration of project faculty, graduate student scholars, and two nearby educational entities: Prairie Band Potawatomi Nation Early Childhood Center and Little Nations Academic Center at Haskell Indian Nations University. CRELI scholars, leaders, and partners have developed several four-day language and literacy units around published, tribally-specific storybooks. The author will provide rationale and components of culturally responsive teaching/instruction, especially as is it generally applies to diverse NA communities. They will also discuss the role and responsibilities of speech-language pathologists in reading and writing, with focus on emergent and early literacy. Last, the author will share the development, components, and lessons from some of the culturally-specific language and literacy units that CRELI has developed and implemented with NA children and the CRELI education partners. Attendees will be encouraged to identify the need and development of culturally responsive literacy units specific to the cultural groups in their community.
Power of Diversity and Inclusion in Modern Marketing and Advertising Practices: How to Position Your Brand for Increasingly Diverse Audiences
Virtual Poster Elise Ahenkorah
Today’s organizations understand the important role diversity and inclusion plays in success—how it positively contributes to organizational culture, marketplace competitiveness, and social responsibility. Do businesses understand how to celebrate it within marketing, advertising, and brand positioning? In 2018, we witnessed brand titans with endless resources, such as Dove, and H&M “miss the mark”. More now than ever, consumers expect advertising to speak to the full spectrum of their experience to engage them. Are your marketing and advertising efforts prepared to evolve and thrive in harmony with unforeseen and increasingly diverse audiences around the globe? This interactive session will outline the strategic marketing and business significance of diversity and inclusion with an opportunity for attendees to gain invaluable insight on how to strategically position their brand to connect with broad and diverse audiences.
Stateless: Global Power and Powerlessness of Kurds and Palestinians
Virtual Poster James Quirk
Stateless: Global Power and Powerlessness of Kurds and Palestinians Thirty million Kurds and ten million Palestinians are just two of the stateless populations that have major impact on world and regional politics. Like 80 million Tamils, 15 million Uyghurs, two million Rohingya and many others, stateless populations have institutional and constructivist obstacles to having their voices heard and their concerns addressed by global powers. Palestinians and Iraqi Kurds are distinguished not only by their central role in key global conflicts, but also by their relative success in attracting recognition and support from other states. --- Is there something more "legitimate" – inherent, conditional, behavioral – about Palestinians and Iraqi Kurds that attracts the support of regional and global powers? Can other stateless populations imitate or construct these legitimizing factors to gain more recognition? How can "legitimized" stateless populations exercise more power in global politics? Why do powerful states choose to legitimize (or not) stateless populations? To what extent does achieving statehood – like for Pakistan or Kosovo – empower previously stateless populations? --- This research examines the politics of Palestinians and Iraqi Kurds as stateless peoples; analyzes their tactics, successes, failures, and prospects; and considers possible implications for other stateless populations.
