Academic literature on the topic 'Nondominant social groups'

This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implications for designing technologies that better address children's and parents' needs during a crisis.

In this article, I describe a classroom exercise used to assist White undergraduates in recognizing their racial privilege and the effects of institutional racism. While working in collaborative groups to construct mobiles, students unknowingly assume roles and behaviors analogous to those held by members of dominant and nondominant racial and social-class groups in the larger society. Students' written reflections at the conclusion of the class session provide evidence of the activity's effectiveness in helping students gain new insights about the privileged positions they hold in society and the ways those positions influence their perceptions of others.

This article explores the potential cultural biases in language intervention approaches that train parents to interact with their children who have language delays in ways that will promote language development. The goals of such programs are solidly grounded in research on parent-child interaction. However, these studies have focused almost exclusively on white, middle-class families. Therefore, the goals reflect underlying values and beliefs that are not shared by all cultural groups. This article highlights the cultural assumptions that underlie these programs by considering research on language socialization in a variety of nondominant American and non-American cultures and social groups. Culturally relativevalues, beliefs, and practices underlying parentchild interaction are explored in the areas of (1) aspects of social organization related to interaction, (2) the value of talk, (3) how status is handled in interaction, (4) beliefs about intentionality, and (5) beliefs about teaching language to children. Finally, clinical implications are explored.

In this article, I argue that the ‘mandala’ and other spatialized concepts associated with the ‘cosmic polity’ in Southeast Asia (such as ‘exemplary center’ and ‘sinking status’, ‘galactic polity’, ‘concentric circles’, ‘nested emboxment’, etc.) are key concepts with a similar form that have dominated theories of premodern Southeast Asian political and social structure. I claim that previous approaches to the mandala polity have been defined from the perspective of dominant political groups, and thus are top-down or center-out models. As a result, theorists have inadvertently reified this perspective in a set of analytical concepts that reaffirm existing power structures. As such, they have skewed our understandings of the mandala away from that of a socially enacted set of spatial codes that communicate and index hierarchical status between individuals and groups, both dominant and nondominant.

Object. The authors investigated brain strategies associated with hand use in an attempt to clarify genetic and nongenetic factors influencing handedness by using high-field functional magnetic resonance imaging. Methods. Three groups of patients were studied. The first two groups comprised individuals in whom handedness developed spontaneously (right-handed and left-handed groups). The third group comprised individuals who were coercively trained to use the right hand and developed mixed handedness, referred to here as trained ambidexterity. All trained ambidextrous volunteers were certain that they were innately left-handed, but due to social pressure had modified their preferred hand use for certain tasks common to the right hand. Although right-handed and left-handed volunteers displayed virtually identical cortical activation, involving homologous cortex primarily located contralateral to the hand motion, trained ambidextrous volunteers exhibited a clearly unique activation pattern. During right-handed motion, motor areas in both hemispheres were activated in these volunteers. During left-handed motion, the right supplemental motor area and the right intermediate zone of the anterior cerebellar lobe were activated significantly more frequently than observed in naturally right-handed or left-handed volunteers. Conclusions. The results provide strong evidence that cortical organization of spontaneously developed right- and left-handedness involves homologous cortex primarily located contralateral to the hand motion, and this organization is likely to be prenatally determined. By contrast, coerced training of the nondominant hand during the early stages of an individual's development results in mixed handedness (trained ambidexterity), indicating cortical reorganization.

Background: The effect of leg dominance on short-term functional outcomes and return to sports after arthroscopic anterior cruciate ligament reconstruction (ACLR) has been evaluated. However, postoperative medium- to long-term recovery and revision rates are not well known. Purpose: To investigate whether leg dominance affects medium- to long-term clinical and functional scores and revision rates after ACLR. Study Design: Cohort study; Level of evidence, 3. Methods: Included in this study were 235 patients (205 male and 30 female) who underwent isolated arthroscopic ACLR. Patients were divided according to the leg dominance status of their injured limb into 2 groups: dominant leg injured (120 patients) and nondominant leg injured (115 patients). Preoperative and postoperative functional outcomes and health-related quality of life (HRQoL) were evaluated using the visual analog scale for pain, Tegner activity scale, Lysholm knee score, International Knee Documentation Committee (IKDC) subjective knee evaluation form, 36-Item Short Form Health Survey (SF-36), and overall patient satisfaction. Moreover, the revision rates of the 2 groups were compared according to leg dominance, patient characteristics, and operative features. Results: The mean follow-up period was 8.0 ± 2.3 years (range, 5-13 years). A significant preoperative to postoperative improvement in range of motion and functional scores was noticed in both groups ( P < .001 for all). However, the improvement was significantly higher in the dominant leg group for the Tegner ( P = .001), Lysholm ( P = .006), and IKDC ( P < .001) scores as well as for the SF-36 domain scores for general health ( P = .009), social role ( P = .048), and emotional role ( P = .032). Also, patient satisfaction was significantly higher in the dominant leg group ( P = .007). The dominant leg group was associated with a lower revision rate compared with the nondominant leg group (5.8% vs 15.7%, respectively; P = .015). Conclusion: High recovery rates were seen after arthroscopic ACLR, regardless of leg dominance. However, leg dominance had a significant effect on postoperative medium- to long-term functional outcomes, HRQoL, and revision rates.

There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.

Previous studies have demonstrated that the Lee Silverman Voice Treatment-BIG (LSVT-BIG) program can improve motor functions such as balance and gait in Parkinson’s disease (PD) patients. However, no study has investigated the effects of a task-based LSVT-BIG intervention on hand function, psychological function, and quality of life in PD patients. Herein, we investigate the effects of a task-based LSVT-BIG intervention, which reflects the needs of PD patients, on hand function, activity of daily living (ADL), psychological function, and quality of life. A total of 14 PD patients were enrolled and randomly assigned to the experimental or control group. The experimental group performed 30 minutes of conventional occupational therapy and 40 minutes of the task-based LSVT-BIG program. The control group performed 30 minutes of conventional occupational therapy and 40 minutes of relaxation and stretching. Both groups underwent the respective interventions once a day 5 times a week for 4 weeks. As a result of the study, the experimental group showed improvement in hand function in both the dominant and nondominant hand, and the control group showed improvement only in the nondominant hand ( p < .05 ). ADL was significantly improved in both groups, but the experimental group showed a more statistically significant difference than the control group ( p < .05 ). Depression and anxiety were significantly decreased in both the experimental group and the control group, and in particular, in the case of anxiety, there was a more statistically significant difference in the experimental group ( p < .05 ). In the case of the experimental group, there was a significant improvement in quality of life in all items, and in the control group, except for the social function item ( p > .05 ), there was a significant improvement in other items ( p < .05 ). The results of this study suggest that the task-based LSVT-BIG program, which consists of activities desired by the participants, may be an effective intervention to improve hand function, ADL, psychological function, and quality of life in PD patients.

Background Loneliness, social isolation, and feeling disconnected from society are commonly experienced by parents of children with rare diseases and are, among others, important reasons for special supportive care needs. Social networking platforms are increasingly used for health communication, information exchange, and support. In the field of rare pediatric diseases, qualitative studies have shown that Facebook online support groups are utilized by and beneficial for persons affected by rare pediatric diseases. Nonetheless, the extent of this usage has not been investigated. Objective This study aims to provide a comprehensive quantitative analysis of the extent of Facebook usage as a tool for rare pediatric disease support groups and to explore factors that influence a disease’s representation on Facebook. These results potentially offer important insights for future public health initiatives and give direction to further research that can give much needed support to parents of children with rare diseases. Methods We determined rare pediatric diseases using the inventory of the online portal Orphanet. Facebook support groups were identified by searching 5 synonymous disease descriptions using the group category search bar. Disease- and group-describing parameters were statistically analyzed using standard descriptive statistical methods. Results 6398 Facebook support groups, representing 826 diseases (19.5% of all searched diseases), were found. 69% are private groups. Group type, size, activity (sum of posts, comments, and reactions calculated by Facebook), new memberships, and language varied largely between groups (member count: minimum 1, maximum 23,414; activity last 30 days: minimum 0, maximum 3606). The highest percentage of awareness and information groups was found for teratogenic diseases (18/68, 26%). The odds of finding a Facebook group increased according to the level of information available about the disease: known prevalence (odds ratio [OR] 3.98, 95% CI 3.39-4.66, P<.001), known disease type (OR 3.15, 95% CI 2.70-3.68, P<.001), and known inheritance mode (OR 2.06, 95% CI 1.68-2.52, P<.001) were all associated with higher odds of finding a Facebook group, as was dominant compared to nondominant inheritance (OR 2.05, 95% CI 1.74-3.42, P<.001). The number of groups per disease increased with higher prevalence. Conclusions Facebook is widely used as a tool for support groups for rare pediatric diseases and continues to be relevant. Two-thirds of the groups are private groups, indicating group participants’ need for privacy, which should be further explored. The advantages and limitations of Facebook as a tool for support groups in the field of rare diseases should be further investigated as it will allow health professionals to use Facebook more meaningfully in their counseling and guidance of affected individuals and their family members.

From the end of World War II through the U.S. Bicentennial, the National Endowment for the Arts, the Rockefeller Foundation, and the Ford Foundation granted close to $300 million (approximately $2.3 billion in 2017 dollars) in the field of music alone. In deciding what to fund, these three grantmaking institutions decided to “ask the experts,” adopting seemingly objective, scientific models of peer review and specialist evaluation. They recruited music composers at elite institutions, professors from prestigious universities, and leaders of performing arts organizations. Among the most influential expert-consultants were Leonard Bernstein, Aaron Copland, Lukas Foss, and Milton Babbitt. The significance was twofold: not only were male, Western art composers put in charge of directing large and unprecedented channels of public and private funds, but also, in doing so, they determined and defined what was meant by artistic excellence. They decided the fate of their peers and shaped the direction of music making in this country. By asking the experts, the grantmaking institutions produced a concentrated and interconnected field of artists and musicians. Officers and directors utilized ostensibly objective financial tools like matching grants and endowments in an attempt to diversify and stabilize applicants’ sources of funding, as well as the number of applicants they funded. Such economics-based strategies, however, relied more on personal connections among the wealthy and elite, rather than local community citizens. Ultimately, this history demonstrates how “expertise” served as an exclusionary form of cultural and social capital that prevented racial minorities and nondominant groups from fully participating.