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Journal articles on the topic 'Racially mixed children'
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1
Nelson, J. Ron, John M. Dodd, Deborah J. Smith, and Marilyn Smith. "Comparative Time Estimation Skills of Hispanic Children." Perceptual and Motor Skills 73, no. 3 (December 1991): 915–18. http://dx.doi.org/10.2466/pms.1991.73.3.915.
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76 Hispanic and 47 Caucasian children from an urban school district located in a racially mixed neighborhood were compared on their ability to make functional time estimates. The findings indicate that initial differences in ability to make time estimations dissipate across Grades 1 to 5.
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Alves, Crésio, Daniela S. Lima, Mauricio Cardeal, and Angelica Santana. "Low prevalence of glucose intolerance in racially mixed children with cystic fibrosis." Pediatric Diabetes 11, no. 7 (February 8, 2010): 493–97. http://dx.doi.org/10.1111/j.1399-5448.2010.00639.x.
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Donato, Rubén, and Jarrod Hanson. "“Porque tenían sangre de ‘NEGROS’”: The Exclusion of Mexican Children from a Louisiana School, 1915-1916." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 125. http://dx.doi.org/10.24974/amae.11.335.
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This article examines the exclusion of Mexican children from a Louisiana public school in 1915-1916. A school board trustee threw the children out of the school because he saw them as racially mixed and used the socially recognized argument that they had “negro blood.” Although school officials did not see Mexican children as Black or White, their mestizo appearance became a racial marker. Given this time and location—where legal segregation was understood in Black and White terms—Mexicans posed a dilemma because they did not fit into the binary racial system. Although the Mexican consul conducted an investigation and the Mexican Ambassador filed a complaint to the U.S. Department of State, the case was never resolved. We want to broaden the conversation about the racialization of Mexicans in public schools by highlighting the complexities of race and segregation in the deep South.
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Darrah–Okike, Jennifer, Hope Harvey, and Kelley Fong. "“Because the World Consists of Everybody”: Understanding Parents’ Preferences for Neighborhood Diversity." City & Community 19, no. 2 (June 2020): 374–97. http://dx.doi.org/10.1111/cico.12445.
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Previous research, primarily using survey data, highlights preferences about neighborhood racial composition as a potential contributor to residential segregation. However, we know little about how individuals, especially parents, understand neighborhood racial composition. We examine this question using in–depth interview data from a racially diverse sample of 156 parents of young children in two metropolitan areas. Prior scholarship on neighborhood racial preferences has mostly been animated by expectations about in–group attraction, out–group avoidance, the influence of stereotypes, and perceived associations between race and status. However, we find that a substantial subset of parents expressed a desire for racially and ethnically mixed neighborhoods—a residential preference at odds with racial segregation. Parents across race conceptualized neighborhood diversity as beneficial for children's development. They expressed shared logics, reasoning that neighborhood diversity cultivates skills and comfort interacting with racial others; teaches tolerance; and provides cultural enrichment. However, these ideas intersected with racial segregation and stratification to shape parents’ understandings of diversity and hinder the realization of parents’ aspirations. Beliefs about the benefits of neighborhood diversity were rarely a primary motivation for residential choices. Nonetheless, parents’ perceptions of the advantages of neighborhood racial mixing reveal the reach of discourse on the value of diversity and suggest a potential opportunity to advance residential desegregation.
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Haakenstad, Magdalena K., Maria B. Butcher, Carolyn J. Noonan, and Amber L. Fyfe-Johnson. "Outdoor Time in Childhood: A Mixed Methods Approach to Identify Barriers and Opportunities for Intervention in a Racially and Ethnically Mixed Population." International Journal of Environmental Research and Public Health 20, no. 24 (December 6, 2023): 7149. http://dx.doi.org/10.3390/ijerph20247149.
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A growing body of literature suggests that outdoor time is beneficial for physical and mental health in childhood. Profound disparities exist in access to outdoor spaces (and the health benefits thereof) for children in communities of color. The objectives of this research were to: (1) identify challenges and solutions to outdoor time for children; (2) assess the importance of outdoor time for children; and (3) evaluate results stratified by race/ethnicity. Using a convergent mixed methods approach, we conducted a thematic analysis from 14 focus groups (n = 50) with outdoor educators, parents with children attending outdoor preschools, and community members with children. In addition, 49 participants completed a survey to identify challenges and solutions, perceived importance, and culturally relevant perspectives of outdoor time. The main challenges identified for outdoor time were safety concerns, inclement weather, lack of access to outdoor spaces, and parent work schedules. The primary proposed solution was integrating outdoor time into the school day. Nearly all participants, independent of racial identity, reported that outdoor time improved physical and mental health. Overall outdoor time was lower in participants from communities of color (~8 h/week) compared to their White counterparts (~10 h/week). While 50% of people of color (POC) reported that outdoor time was an important cultural value, only 18% reported that people in their respective culture spent time outside. This work contributes to accumulating knowledge that unique barriers to outdoor time exist for communities of color, and the children that live, learn, and play in these communities. Increasing outdoor time in school settings offers a potential solution to reduce identified barriers and to promote health equity in childhood.
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GUTMAN, MARTA. "Adopted Homes for Yesterday's Children." Pacific Historical Review 73, no. 4 (November 1, 2004): 581–618. http://dx.doi.org/10.1525/phr.2004.73.4.581.
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In the absence of surviving casework, this article draws on the recollections of women who lived in a racially segregated orphanage in Oakland, California, during the Great Depression and World War II. The women, who were not orphans, came from white working-class families in need of emergency child care. After explaining the place of woman-run institutions in California's mixed economy of social welfare, the article draws on memories of the Children's Home to argue that physical settings made clear the intentions of orphanage founders but were invested with other meanings by children. Spatial evidence is used to direct attention to the ability of children to act on their own behalf. This evidence shows that, with Progressive reforms driving social changes, U.S. cities lost institutions that represented the needs of dependent children to a larger urban public when orphanages were closed down.
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Assari, Shervin, Babak Najand, and Alexandra Donovan. "Exposure to Adverse Life Events among Children Transitioning into Adolescence: Intersections of Socioeconomic Position and Race." Journal of Mental Health & Clinical Psychology 8, no. 1 (January 4, 2024): 5–15. http://dx.doi.org/10.29245/2578-2959/2024/1.1293.
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Background: Racism is shown to diminish the protective effects of family socioeconomic position (SEP) resources for racial minorities compared to the majority groups, a pattern called minorities’ diminished returns. Our existing knowledge is minimal about diminished returns of family SEP indicators on reducing exposure to adverse life events among children transitioning into adolescence. Aim: To compare diverse racial groups for the effects of family income and family structure on exposure to adverse life events of pre-adolescents transitioning to adolescence. Methods: In this longitudinal study, we analyzed data from 22,538 observations belonging to racially diverse groups of American 9–10-year-old children (n = 11,878) who were followed while transitioning to adolescence. The independent variables were family income and family structure. The primary outcome was the number of stressful life events with impact on adolescents, measured by the Life History semi-structured interview. Mixed-effects regression models were used for data analysis to adjust for data nested to individuals, families, and centers. Results: Family income and married family structure had an overall inverse association with children’s exposure to adverse life events during transition to adolescence. However, race showed significant interactions with family income and family structure on exposure to adverse life events. The protective effects of family income and married family structure were weaker for African American than White adolescents. The protective effect of family income was also weaker for mixed/other race than White adolescents. Conclusion: While family SEP is protective against children’s exposure to adverse life events, this effect is weaker for African American and mixed/other race compared to White youth.
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Wells, Amy Stuart, and Robert L. Crain. "Perpetuation Theory and the Long-Term Effects of School Desegregation." Review of Educational Research 64, no. 4 (December 1994): 531–55. http://dx.doi.org/10.3102/00346543064004531.
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For the last 30 years, the bulk of research on school desegregation has focused on the short-term effects of this policy on the achievement, self-esteem, and intergroup relations of students in racially mixed versus segregated schools. These research foci reflect a more psychological approach to understanding the goals and purposes of school desegregation, viewing it as a policy designed to save the hearts and minds” of African-American students and teach children of all races to get along. This article brings together, for the first time, a smaller body of literature on the long-term effects of school desegregation on the life chances of African-American students. In this article, we argue from a sociological perspective that the goal of desegregation policy is to break the cycle of segregation and allow nonwhite students access to high-status institutions and the powerful social networks within them. We analyze 21 studies drawing on perpetuation theory, a macro-micro theory of racial segregation.
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Berge, Jerica M., Amanda Trofholz, Nina Jacobs, and Allan Tate. "A Mixed-Methods Description of the Home Physical Activity Environments of Racially/Ethnically Diverse and Immigrant/Refugee Children." Global Pediatric Health 9 (January 2022): 2333794X2211330. http://dx.doi.org/10.1177/2333794x221133020.
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Disparities in childhood obesity prevalence by race/ethnicity remain high. Physical activity is an important factor to consider, however little is known about how physical activity resources in the home environment and neighborhood differ by race/ethnicity. This study examines the physical activity environments in the homes and neighborhoods of diverse households using both quantitative and qualitative data. Home visits were conducted with 150 families, and accelerometry data was collected for both parents and children (5-7 years old). Qualitative interviews were also conducted with parents, which provided context to quantitative data. Racial/ethnic differences were found for physical activity, sedentary behavior, and family-level resources for physical activity ( P < .05). There were also differences by race/ethnicity in neighborhood physical activity promoters and perceived lack of neighborhood safety ( P < .05). This study is important in informing providers and future interventions of the varying promoters and barriers to optimal physical activity that exist across race/ethnicity.
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Samuel-Hodge, Carmen D., Ziya Gizlice, Alexis R. Guy, Kathryn Bernstein, Aurore Y. Victor, Tyler George, Trevor S. Hamlett, and Lisa M. Harrison. "A Mixed-Method Evaluation of a Rural Elementary School Implementing the Coordinated Approach to Child Health (CATCH) Program." Nutrients 15, no. 12 (June 13, 2023): 2729. http://dx.doi.org/10.3390/nu15122729.
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Despite children living in rural US areas having 26% greater odds of being affected by obesity compared to those living in urban areas, the implementation of evidence-based programs in rural schools is rare. We collected quantitative data (weight and height) from 272 racially and ethnically diverse students at baseline, and qualitative data from students (4 focus groups), parents, and school staff (16 semi-structured interviews and 29 surveys) to evaluate program outcomes and perceptions. At the 2-year follow-up, paired data from 157 students, represented by racial/ethnic groups of 59% non-Hispanic White, 31% non-Hispanic Black, and 10% Hispanic, showed an overall mean change (SD) in BMI z-score of −0.04 (0.59), a decrease of −0.08 (0.69) in boys, and a significant −0.18 (0.33) decrease among Hispanic students. Boys had a mean decrease in obesity prevalence of 3 percentage points (from 17% to 14%), and Hispanic students had the largest mean decrease in BMI percentile. Qualitative data showed positive perceptions of the CATCH program and its implementation. This community-engaged research, with collaboration from an academic institution, a health department, a local wellness coalition, and a rural elementary school, demonstrated successful CATCH program implementation and showed promising outcomes in mean BMI changes.
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Assari, Shervin, and Allison Lee. "Developmental Cost of Being Asian but Living in the United States: Diminished Returns of Household Income on Cortical Surface Area in 9-10 Year Old Children." International Journal of Travel Medicine and Global Health 10, no. 1 (February 16, 2022): 16–23. http://dx.doi.org/10.34172/ijtmgh.2022.04.
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Introduction: While socioeconomic status (SES) indicators such as household income are known to be associated with larger cortical surface area, recent research on Marginalization-related Diminished Returns (MDRs) suggests that family SES indicators such as household income may have weaker effects on brain function and structure for non-White (marginalized) than White (privileged) families: a pattern that reflects structural and societal inequalities deeply intertwined into the United States social fabric. Methods: This is a cross-sectional study that used baseline data from the Adolescent Brain Cognitive Development (ABCD) study. Data was collected between 2016 and 2018. Overall, 6039 9–10-year-old children entered our analysis. The independent variable was household income. The moderator was race. The primary outcome was the overall cortical surface area. Age, sex, and family structure were the covariates. We used mixed effects regression models that adjusted for data analysis because ABCD data is nested into families, centers, and US states. Results: While high household income was associated with larger cortical surface area, this effect was weaker for Asian than non-Hispanic White children. This racial heterogeneity in the effects of household income on cortical surface area was documented by a statistically significant interaction between race and household income on cortical surface area. Conclusion: For American children, household income does not similarly correlate with cortical surface area of diverse racial groups. Brain development in the US is not solely a function of SES (availability of resources) but also how social groups are racialized and treated in the society. In the US, race, as a proxy of racism, limits how much SES can affect brain structures such as cerebral cortex. Due to racialization, segregation, discrimination, and marginalization, racial minority children may experience weaker effects of SES. Structural inequalities should be addressed to equalize the return of SES resources across racially diverse families.
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Hassan Bin Zubair, Saima Larik, and Badar uz Zaman. "Liberal and Conservative Academic Values: Issues of Cultural Differences and Hybridity in Zadie Smith’s on Beauty." International Journal of Linguistics and Culture 2, no. 2 (November 24, 2021): 87–99. http://dx.doi.org/10.52700/ijlc.v2i2.42.
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This research explores the relationship between two racially different characters Belsey and Kiki in Zadie Smith's On Beauty. Belsey is a white person from Britain who marries African-American Kiki. The clash between liberal and conservative academic values and leads the cultural ambivalence due to the mixed race. The marital relationship between the two different races results in disharmony and hence became the victim of separate culture multi adjustment and troubles with children from mixed race. Kiki and Carlene remain best friends despite the failed relationship of their family. This research is qualitative in nature. In the line of Homi K. Bhabha, this research argues that Zadie Smith presents the culturally ambivalent character. Characters show the complex genealogy of each family and foretell the impact of cultural and familiar history will have on their London-born children. There is a conflict between white and black. In the novel, the story covers the difficulties of cultural differences and their children as they are comforted by the different societies. Kiki is in an ambivalent and in-between state. She is in hybridity: she always tries to fit herself in the white surrounding that further leads her to frustration, ambivalence, alienation, and dislocation. It brings the loss of identity. This research finds that the characters are in search of their identities. They rebel against each other to prove their identity.
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Aladé, Fashina, and Tracy H. Donohue. "Exploring Parents’ Technology Attitudes and Practices in the Context of School-Issued One-to-One Devices in Kindergarten." Journalism and Media 4, no. 2 (April 19, 2023): 547–63. http://dx.doi.org/10.3390/journalmedia4020034.
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School districts are quickly adopting one-to-one mobile device programs for children as early as kindergarten, but evidence of successful device integration is mixed. One important area to consider is the home-school connection, i.e., the role of parents and the home environment in supporting or hindering children’s school-based technology use. Previous research has looked extensively at teacher-related barriers and facilitators of classroom technology use, as well as parent-related barriers and facilitators of home technology use. However, the home and school spheres are highly interconnected, especially for young children. Therefore, this survey-based case study explored the relationships between children’s at-home technology use, their parents’ attitudes towards technology, and their in-school tablet use utilizing a sample of 258 parents of kindergartners in a racially and socioeconomically diverse district that had recently adopted a one-to-one tablet program. Results highlight the ubiquity of kindergartners’ home device use and parents’ general optimism towards both home- and school-based digital devices.
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Wells, Amy Stuart, Jacquelyn Duran, and Terrenda White. "Refusing to Leave Desegregation Behind: From Graduates of Racially Diverse Schools to the Supreme Court." Teachers College Record: The Voice of Scholarship in Education 110, no. 12 (December 2008): 2532–70. http://dx.doi.org/10.1177/016146810811001204.
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Background/Context In light of the June 2007 U.S. Supreme Court decision in the Louisville and Seattle voluntary school desegregation cases, making it more difficult for district officials to racially balance their schools, this article presents an analysis of prior research on the long-term effects of attending racially diverse schools on their adult graduates as well as new data from interviews with graduates of desegregated schools in Louisville and Seattle. Although the bulk of research on school desegregation examines what is happening to students while they are still in school and their immediate academic outcomes, the growing body of research on the long-term effects of attending racially diverse schools on adult graduates is powerful and significant and, thus, should play a central role in public debates about the future of racial integration in American schools following the Court's ruling in these cases, referred to as Parents Involved. Taken together, findings from this research on the long-term effects of school desegregation speak to both of the central themes to emerge from the larger body of research on racial integration within public schools or universities: 1. the “legacies of structural inequality” theme, which addresses the need for race-conscious policies to overcome decades of perpetuated racial inequality and 2 the “diversity rationale,” which focuses on preparing young people for a diverse society. The new interview data from Louisville and Seattle confirm these prior findings and add new insights. Purpose Knowing that prior research on the long-term effects of school desegregation spoke to the central legal issue in the cases before the Supreme Court in the Parents Involved cases, we wanted to explore the two prominent themes from that literature — “structural inequality” and the “diversity rationale” — as they related to the life experiences of Louisville and Seattle graduates of racially diverse schools. Participants We interviewed 42 graduates—classes of 1985 and 1986—of six high schools: Central, Fern Creek, and Louisville Male high schools in Louisville, and Franklin, Garfield, and Ingraham high schools in Seattle. These six schools were selected because in each city, they represented a wide range of student experiences given their different geographic locations within their districts, their curricular programs, and the social class and racial make-up of their student bodies by the mid-1980s. Still, in each of these schools, no one ethnic group made up more than 75% of the student body at the time these graduates attended them. Research Design Qualitative, in-depth interviews with a random sample of adult graduates (graduating classes of 1985 and 86) from six racially diverse high schools, which were purposively sampled to reflect the different experiences of student who went to public high schools in Louisville and Seattle at that time. Data Collection and Analysis Using a semi-structured, open-ended interview protocol, the authors interviewed a total of 19 graduates from the three Louisville high schools and 23 graduates from the Seattle high schools. In terms of the racial/ethnic identities of these 42 graduates from the six high schools across the two cities, 22 identified themselves as White, 14 as African Americans, 4 as Asian/Pacific Islanders, and 2 as mixed race, including one who was half Latino and half White. Each interview lasted approximately 45 minutes—although they varied in length from 20 minutes to more than an hour—and was tape-recorded and transcribed verbatim. The transcripts were coded for themes that emerged from the interviewees’ responses across schools and context, and the following findings emerged as the most salient experiences of graduates across the six schools. Findings/Results 1. Graduates of racially mixed schools in Louisville and Seattle said they learned to be more accepting of and comfortable with people of other racial backgrounds. Like their counterparts in the six cities of the Wells et al. (in press) study, the Louisville and Seattle graduates we interviewed said they believe that their day-to-day experiences attending diverse public schools as children and adolescents did indeed change them, making them more open-minded and thus more accepting of people who differ from them racially and in terms of their background and culture. 2. Louisville and Seattle graduates and the diversity rationale: Desegregated public schools prepared them for a global economy and society. Preparation for working in a diverse setting—the “diversity rationale”—was, for these graduates, by far the most obvious and pragmatic outcome of their experiences in desegregated public schools. The vast majority of graduates we interviewed in Louisville and Seattle said that at work in particular, they draw on the skills they learned in their desegregated public schools, skills of getting along and feeling comfortable with people of divergent backgrounds and cultures. 3. Overcoming structural inequality: Without diverse public schools, most graduates would have grown up in race isolation. In a society in which housing patterns, places of worship, and social circles are often segregated by race, diverse public schools have been, for many students, the only institutions in which cross-racial interaction and understanding can occur. They have also too often been historically the only institutions in our society in which students of color can gain access to predominantly White and prestigious institutions—in K–12 schooling or higher education. Conclusions/Recommendations We argue, based on our research and that of many others, that in an era when technology and free trade are breaking down physical and economic barriers across cultures and traditions, to not prepare our children to embrace and accept differences to the extent possible—the diversity rationale—is shortsighted and irresponsible. But even more important, we need to question how we can maintain a healthy democracy in a society so strongly divided by race, social class, and ideology now that the Supreme Court's decision has made it increasingly difficult to challenge such structural inequality, in spite of a compelling rationale for greater school-level diversity.
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Aguirre, Luisa, Diana Castillo, Diana Solarte, and Freddy Moreno. "Frequency and Variability of Five Non-Metric Dental Crown Traits in the Primary and Permanent Dentitions of a Racially Mixed Population from Cali, Colombia." Dental Anthropology Journal 19, no. 2 (September 3, 2018): 39–48. http://dx.doi.org/10.26575/daj.v19i2.119.
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The purpose of this study was to determinethe prevalence and variability of five non-metric dentalcrown traits (Carabelli cusp, protostylid, groove pattern,and cusps 6 and 7) in the deciduous (Um2 and Lm2)and permanent (UM1 and LM1) teeth in children inthe mixed-dentition, and to compare these frequencieswith the literature. A descriptive study was conductedto characterize the dental morphology of young subjectsin mixed dentition stages. The Arizona State UniversityDental Anthropology System (ASUDAS) and Grine,Sciulli, and Hanihara methods were used as referenceto compare the prevalence of dental traits in dentalcasts from 100 subjects from a Colombian racially mixedpopulation. The high prevalence of furrows and pits ofthe Carabelli cusp, minor expressions of the protostylid(foramen cecum), and the low frequencies of cusps 5 and6, plus the behavior of the expression of groove patterncollectively suggest that this group reflects influences byboth the Mongoloid and Caucasoid dental complexes.Correspondence of trait expression in both the primaryand permanent dentition was also demonstrated (P< 0.05). Some of the non-metric trait frequencies alsoexhibited sexual dimorphism.
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Emerson, Michael O., George Yancey, and Karen J. Chai. "Does Race Matter in Residential Segregation? Exploring the Preferences of White Americans." American Sociological Review 66, no. 6 (December 2001): 922–35. http://dx.doi.org/10.1177/000312240106600607.
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Employing an alternative methodology and new data, the authors address the debate concerning the underlying causes of racial residential segregation. Are white Americans avoiding racially mixed neighborhoods because they do not want to live with nonwhites? And if so, is this the case independent of factors with which race is associated, such as crime levels or housing values? An over-the-telephone factorial experiment addresses these issues, measuring variables that shape white Americans’ choice of purchasing a home. Based on a national, random-digit-dial survey of 1,663 white Americans, the effects of African American, Asian, and Hispanic neighborhood composition on whites’ likelihood of buying a house are explored, as well as the other variables for which race may serve as a proxy. Results indicate that Asian and Hispanic neighborhood composition do not matter to whites. Black neighborhood composition, however, does matter, and matters even more for white Americans with children under age 18. The effect of black composition is net of the variables that whites offer as the primary reasons they do not want to live with blacks. The implications of these findings for segregation trends and for future research are considered.
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Gibson, Bentley, Erin Robbins, and Philippe Rochat. "White Bias in 3–7-Year-Old Children across Cultures." Journal of Cognition and Culture 15, no. 3-4 (August 26, 2015): 344–73. http://dx.doi.org/10.1163/15685373-12342155.
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In three studies we report data confirming and extending the finding of a tendency toward a White preference bias by young children of various ethnic backgrounds. European American preschoolers who identify with a White doll also prefer it to a Black doll. In contrast, same age African American children who identify with a Black doll do not show a significant preference for it over a White doll. These results are comparable in African American children attending either a racially mixed (heterogeneous), or an Afro-centric, all African American (homogenous) preschool. These results show the persistence of an observation that contributed to school de-segregation in the United States. Results also reveal a lack of congruence between skin color identity and preference is not limited to African Americans. There is a comparable, if not stronger White preference bias in five to seven-year-old Polynesian and Melanesian children tested in their native island nations. Using a modified procedure controlling for binary forced choice biases, we confirm these findings with second generation American children of Indian descent showing clear signs of a White (lighter skin preference) bias. These results are consistent with the idea that during the preschool years children are sensitive and attracted to signs of higher social status that, for historical reasons and across cultures, tends to be associated with lighter skin color.
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Evans, E. Whitney, Paul F. Jacques, Gerard E. Dallal, Jennifer Sacheck, and Aviva Must. "The role of eating frequency on total energy intake and diet quality in a low-income, racially diverse sample of schoolchildren." Public Health Nutrition 18, no. 3 (April 29, 2014): 474–81. http://dx.doi.org/10.1017/s1368980014000470.
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AbstractObjectiveThe relationship of meal and snacking patterns with overall dietary intake and relative weight in children is unclear. The current study was done to examine how eating, snack and meal frequencies relate to total energy intake and diet quality.DesignThe cross-sectional associations of eating, meal and snack frequencies with total energy intake and diet quality, measured by the Healthy Eating Index 2005 (HEI-2005), were examined in separate multivariable mixed models. Differences were examined between elementary school-age participants (9–11 years) and adolescents (12–15 years).SettingTwo non-consecutive 24 h diet recalls were collected from children attending four schools in the greater Boston area, MA, USA.SubjectsOne hundred and seventy-six schoolchildren, aged 9–15 years.ResultsOverall, 82 % of participants consumed three daily meals. Eating, meal and snack frequencies were statistically significantly and positively associated with total energy intake. Each additional reported meal and snack was associated with an 18·5 % and a 9·4 % increase in total energy intake, respectively (P<0·001). The relationships of eating, meal and snack frequencies with diet quality differed by age category. In elementary school-age participants, total eating occasions and snacks increased HEI-2005 score. In adolescents, each additional meal increased HEI-2005 score by 5·40 points (P=0·01), whereas each additional snack decreased HEI-2005 score by 2·73 points (P=0·006).ConclusionsFindings suggest that snacking increases energy intake in schoolchildren. Snacking is associated with better diet quality in elementary school-age children and lower diet quality in adolescents. Further research is needed to elucidate the role of snacking in excess weight gain in children and adolescents.
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Paddison, Joshua. "DISORDERLY DOCTRINES: RELIGION, RACE, AND THE FOUNTAINGROVE SEX SCANDAL OF 1891–1892." Journal of the Gilded Age and Progressive Era 14, no. 4 (October 2015): 475–502. http://dx.doi.org/10.1017/s1537781415000304.
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In 1891, a moral reformer named Alzire Chevaillier launched an aggressive crusade to destroy Fountaingrove, a spiritualist utopian colony in Northern California with white and Japanese members. Chevaillier accused the colony's leader, Thomas Lake Harris, of promoting “disorderly doctrines” with sexual practices “worse than those of Mormonism.” This essay uses the little-known Fountaingrove scandal to examine the interrelationship of religion, race, and sexuality in California. As a mixed-race new religious movement accused of sexual immorality, Fountaingrove transgressed prevailing norms in multiple ways. The colony became Orientalized in the public imagination, showing how new religions and non-normative sexual practices were coded as racially other. Yet media representations of Fountaingrove reflected more than straightforward “yellow peril.” The Japanese members of Fountaingrove inhabited several unstable categories at once, viewed as neither “heathen” nor Christian, neither adults nor children, neither white nor Chinese, shedding light on the uncertain religio-racial status of early Japanese immigrants to the United States. The scandal also reveals the racist dimensions of white female reformers' attacks on male dominance. The wide range of public response to Chevaillier's campaign, from moral disgust to amusement to apathy, gives evidence of the cultural fissures beginning to break open in fin de siècle America.
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Oakes, Jeannie, Amy Stuart Wells, Makeba Jones, and Amanda Datnow. "Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform." Teachers College Record: The Voice of Scholarship in Education 98, no. 3 (March 1997): 482–510. http://dx.doi.org/10.1177/016146819709800305.
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Structural changes necessary in detracking efforts challenge not only the technical dimensions of schooling, but also the normative and political dimensions. We argue that detracking reform confronts fundamental issues of power, control, and legitimacy that are played out in ideological struggles over the meaning of knowledge, intelligence, ability, and merit. This article presents results from a three-year longitudinal case study of ten racially and socioeconomically mixed secondary schools participating in detracking reform. We connect prevailing norms about race and social class that inform educators’, parents’, and students’ conceptions of intelligence, ability, and giftedness with the local political context of detracking. By examining these ideological aspects of detracking we make a case for reexamining common presumptions that resistance to policies providing greater opportunities to low-income and minority children is driven by rational estimates of the learning costs and benefits associated with such reforms.
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Ironsi, Chinaza Solomon. "African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 59–76. http://dx.doi.org/10.22492/ije.9.1.04.
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Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.
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Schindler-Ruwisch, Jennifer. "Breastfeeding Perspectives: Reactions to Breastfeeding Imagery and Social Norms." Current Developments in Nutrition 5, Supplement_2 (June 2021): 813. http://dx.doi.org/10.1093/cdn/nzab046_110.
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Abstract Objectives Normative behaviors surrounding breastfeeding in public and the community can influence breastfeeding behaviors and inhibit sustained breastfeeding. The goal of this research is to better understand how a diverse group of women perceive images of racially/ethnically similar and different women breastfeeding. The aim is to uncover biases that may impede breastfeeding goals and promotion. Methods An online mixed-methods survey was completed by a sample of 144 mothers with children 2 years of age or younger. The survey included images of women of varying racial/ethnic groups breastfeeding in various settings. Respondents generated word associations for the images and indicated the appropriateness and ease of breastfeeding for each image. Responses were timed to ascertain cognitive dissonance. Supplemental questions examined descriptive, injunctive and group norms, in line with the Theory of Normative Social Behavior. Results A sample that included 42% non-White individuals and 31% Hispanic/Latino individuals, 73% of whom breastfed their most recent child, responded to the survey. On average, respondents took longer to respond to questions about the appropriateness of images of Black and Hispanic women breastfeeding than images of White or Asian women, even though their responses of appropriateness were roughly equal, demonstrating cognitive dissonance in norms and perceptions. Further, with direct comparisons, women were twice as likely to say breastfeeding was easier for an image of a White mother breastfeeding than an image of a Black or Hispanic mother breastfeeding, regardless of respondent racial/ethnic identity. Finally, differences in image appropriateness differed most significantly by the setting (i.e., public vs. private). Conclusions Women are influenced by racial/ethnic biases about breastfeeding ease and appropriateness as well as norms surrounding behaviors of breastfeeding in public settings or in front of others. Future work is needed to dismantle these biases that may influence breastfeeding behaviors and inequitably impact the feeding choice and health of mothers and infants. Funding Sources This research was funded by an internal research grant from Fairfield University.
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Bonds, Michael, and Marie Gina Sandy. "State-Sponsored ‘New’ White Flight through Public School Choice and its Impact on Contemporary Urban Schools: A Case Study of Milwaukee’s Open Enrollment Program." International Journal of Regional Development 4, no. 1 (November 21, 2016): 14. http://dx.doi.org/10.5296/ijrd.v4i1.10072.
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<p align="center"><strong>Abstract</strong></p><p>‘White flight’ has largely come to mean exit from or avoidance of racially mixed public schools in urban neighborhoods. But the ‘new’ white flight is complicated by the fact that more whites who are often more affluent remain or relocate to desirable urban areas that are close to jobs and attractive city amenities. This paper describes how white flight can now happen without housing relocation with support from state-wide and municipal school choice policies resulting in the further re-segregation of regional schools. Using the Milwaukee Public School system’s Open Enrollment program as a case study, the authors demonstrate that this seemingly politically neutral school choice program supports the new white flight, enabling the children of white families to attend – and subsidize – the region’s suburban schools with declining enrollment, while further undermining the financial base of urban public schools. This study confirms earlier research indicating white students comprise the majority of participants in Open Enrollment programs, but with more non-white students participating in the Milwaukee program in the last five years. Extensive qualitative analysis of historical documents served as the primary research method for this study. Implications for other regions are discussed.</p>
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Shang, Guowen, Julia Christine Marinaccio, and Tuathla Lai Honne. "A Norwegian Soul in a Chinese Body? Ethnic Identity and Chinese Adoptees in Norway." Societies 12, no. 4 (August 11, 2022): 117. http://dx.doi.org/10.3390/soc12040117.
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The ethnic identity of international adoptees has been a transdisciplinary field of inquiry over the past decades. Taking China-born adopted Norwegian citizens as research subjects, this study uses a mixed-method approach to explore how they perceive their ethnic identity and origin in the host society of Norway. We find that Chinese adoptees mainly identify as racially Chinese but culturally Norwegian, and their Chineseness lies primarily in their appearance. They generally feel secure about their ethnic background despite the challenges and paradoxes caused by their Chinese looks. Most adoptees have no attachment to their birth country, and their interests in China and Chinese culture are usually instrumental and individual-based. Three main socio-cultural factors shape the ethnic identity of China-born adopted children: (1) the negligible impact of their pre-adoptive history upon them, (2) a supportive family environment acknowledging their differences, and (3) an inclusive socio-cultural environment that respects ethnic diversities. No clear tendency towards constructing or enacting double identities among the adoptees was found. Finally, our respondents reported fewer racist experiences than suggested by recent literature on migrants and international adoptees in current literature. This aspect needs further research, also in reference to other cohorts of adoptees.
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Liao, Hsiao-Wen, and Hyewon Kang. "EFFECTS OF SOCIAL ENGAGEMENT ON WELL-BEING AND COGNITIVE FUNCTIONING IN OLDER HISPANICS." Innovation in Aging 7, Supplement_1 (December 1, 2023): 672–73. http://dx.doi.org/10.1093/geroni/igad104.2187.
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Abstract Research on engaged lifestyles demonstrates the importance of social engagement for aging well. The present study examined this thesis in the context of minority aging. With the theoretical lens that Hispanic cultures value social relationships, we tested whether social engagement was particularly important for maintaining well-being and cognitive functioning in Foreign-born (FB-H) and U.S.-born Hispanics (USB-H) relative to non-Hispanic Whites (NHW). Participants (N = 2677) was drawn from older adults in the Health and Retirement Study who completed the 2008, 2012, 2016, and 2020 module at least once. Two types of social engagement were assessed. Social interactions were based on the frequency of interactions with close partners (i.e., children, family members, and friends). Social activity participation was measured by the frequency of volunteering, doing charity, joining clubs, and attending meetings of non-religious organizations. Results of random intercept linear models controlling for covariates showed that, consistent with the literature, social interactions predicted better life satisfaction and that both aspects of social engagement predicted better immediate and delayed recall. Unexpected patterns emerged when interaction effects of race/nativity and social engagement were tested. While the general pattern held for NHWs, we found that greater social interactions predicted lower life satisfaction in USB-H. For FB-H, greater participation in social activities correlated with lower performance on immediate recall. Echoing a recent study that reveals mixed evidence for the well-documented paradox that Hispanic immigrants hold health advantages (Tarraf et al., 2020), we call for more research on lifestyle factors and aging trajectories in racially diverse populations.
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Oates, Gabriela R., Janice M. Phillips, Lori B. Bateman, Monica L. Baskin, Mona N. Fouad, and Isabel C. Scarinci. "Determinants of Obesity in Two Urban Communities: Perceptions and Community-Driven Solutions." Ethnicity & Disease 28, no. 1 (February 1, 2018): 33. http://dx.doi.org/10.18865/ed.28.1.33.
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<p class="Pa7"><strong>Objective: </strong>In the search of solutions to the rising rates of obesity, community perspectives are important because they highlight areas of need and help determine the level of community support for potential interventions. This study aimed to identify community perceptions of factors associated with obesity in two urban municipalities – one racially mixed and one predominantly African American – and to explore community-driven solutions to the problem of obesity.</p><p class="Pa7"><strong>Methods: </strong>The study used Photovoice methodology to understand what community members perceived as obesity-promoting factors in their residential environments.</p><p class="Pa7"><strong>Results: </strong>A total of 96 photographs of factors relevant to obesity were discussed. Most commonly depicted were restaurants, grocery stores, fast food, and fitness centers. In 10 race-stratified focus groups, participants made 592 comments on 12 themes, the most common being restaurants, physical activity, food stores, and proposed solutions. The top three themes – restaurants, physical activity, and food stores – accounted for 58% of all barriers to healthy weight. Proposed solutions ranged from personal efforts and peer support, to educating adults and children, to community action.</p><p class="Default"><strong>Conclusion: </strong>Interventions addressing the immediate food and physical activity environment – restaurants, grocery stores, and resources for physical activity – may have high likelihood of success as they align with community needs and understanding of priorities. Health education and promotion programs that increase food-related knowledge and skills are also needed and likely to receive strong community support.</p><p class="Default"><em>Ethn Dis. </em>2018;28(1):33-42; doi:10.18865/ ed.28.1.33.</p>
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Decker, Jessica, Julie Mennella, Benjamin Brewer, Amy Millen, Shannon Robson, Alissa Smethers, Michelle Delahanty, Virginia Stallings, and Jillian Trabulsi. "Posteriori Diet Patterns of Formula-Fed Infants During First 1.5 Years." Current Developments in Nutrition 5, Supplement_2 (June 2021): 400. http://dx.doi.org/10.1093/cdn/nzab038_012.
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Abstract Objectives For the first time in American history, the 2020–2025 Dietary Guidelines for Americans (DGA) focus on the diet patterns of children under age two. Given the importance of nutrition in early life, the present study reports on the longitudinal data-derived diet patterns of a racially diverse group of infants from the age of 0.5 months, when they were exclusively formula fed, until 1.5 years. Methods Weighed/measured diet records were obtained monthly from enrollment (0.5 months) to 1 year, and at 1.5 years during a trial on healthy infants who were randomized to one of two isocaloric commercial infant formulas. Diet records were analyzed using Nutrient Data System for Research from which foods and beverages were assigned to mutually exclusive ‘What We Eat in America’ food categories; each infant's intake was standardized (g/kg body weight) at each age. Principal component analysis and scree plot inspection were used to derive diet patterns; an absolute loading of at least 0.2 indicated food categories highly correlated within a diet pattern. Results Over the first 1.5 years, regardless of randomization, four diet patterns were identified. The diet pattern for the vast majority of infants at 4.5–5.5 months consisted of iron-fortified infant formula. At 6.5–7.5 months, two-thirds of infants began to transition to a first foods diet pattern comprised primarily of infant cereals, fruits, vegetables, grain mixed dishes, and potatoes (not fried). Shortly thereafter, two unique diet patterns containing table foods emerged, such that by 1–1.5 years, the diet patterns for the majority included but were not limited to pizza, high sugar cereal, milk, fried foods, bakery products and vegetables. Conclusions Infant diet patterns emerge and transition rapidly. While the pattern for the majority of infants was infant formula at or before 5.5 months, as recommended, the diet patterns that emerged during the next 6–12 months contained foods that the DGA recommends should be limited (e.g., fried foods) or eliminated (e.g., added sugars) for young children, underscoring the urgent need to focus on diet patterns before 2 years. Funding Sources NIH Grants R01HD072307 and R03HD09408.
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Lebron, Cynthia N., Folefac Atem, Priyanka Rana, Ruby Natale, and Sarah E. Messiah. "Child Care Center Staff Readiness to Change in an Early Childhood Obesity Prevention Program." Journal of Public Health Management & Practice 30, no. 4 (June 12, 2024): 526–34. http://dx.doi.org/10.1097/phh.0000000000001850.
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Context: The childcare center (CCC) setting has the potential to be a strong foundation that supports the introduction of sustainable healthy lifestyle behaviors to prevent childhood obesity. It is important to assess barriers and facilitators to healthy weight development initiatives via program evaluation, including measuring CCC staff readiness to change. Objective: The overall goal of this study was to assess the readiness level over 1 school year among CCC staff who participated in “Healthy Caregivers-Healthy Children” (HC2), a cluster randomized controlled trial that evaluated the effectiveness of a childhood obesity prevention program from 2015 to 2018 in 24 low-income, racially/ethnically diverse centers. A secondary outcome was to assess how a CCC's stage of readiness to change was associated with CCC nutrition and physical activity environment, measured via the Environment and Policy Assessment and Observation (EPAO) tool. Design: Mixed-models analysis with the CCC as the random effect assessed the impact of readiness to change over time on EPAO outcomes. Participants: Eighty-eight CCC teachers and support staff completed the HC2 readiness to change survey in August 2015 and 68 in August 2016. Only teachers and staff randomized to the treatment arm of the trial were included. Main Outcome: Readiness to change and the EPAO. Results: Results showed the majority of CCC staff in advanced stages of readiness to change at both time points. For every increase in readiness to change stage over 1 year (eg, precontemplation to contemplation), there was a 0.28 increase in EPAO nutrition scores (95% confidence interval [CI], 0.04-0.53; P = .02) and a 0.52 increase in PA score (95% CI, 0.09-0.95; P = .02). Conclusions: This analysis highlights the importance between CCC staff readiness to change and the CCC environment to support healthy weight development. Future similar efforts can include consistent support for CCC staff who may not be ready for change to support successful outcomes.
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McRoy, Ruth G., and Edith Freeman. "Racial-Identity Issues among Mixed-Race Children." Children & Schools 8, no. 3 (1986): 164–74. http://dx.doi.org/10.1093/cs/8.3.164.
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Kuranbayeva, Dilkhumor G. "PREVALENCE OF DENTAL ANOMALIES OF CLASS II, SUBCLASS 2 IN CHILDREN DURING THE PERIOD OF MIXED DENTITION." American Journal of Medical Sciences and Pharmaceutical Research 5, no. 10 (October 1, 2023): 27–32. http://dx.doi.org/10.37547/tajmspr/volume05issue10-07.
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Distal malocclusion is the only type of malocclusion that requires urgent treatment as soon as possible before maxillary discrepancy occurs. The incidence in the population varies around 45%, depending on age, racial group and types of distal malocclusion studied. We studied the frequency of occurrence of distal occlusion and its varieties among 20 children and adolescents with dental anomalies aged 6-13 years. Determining the types of such a complex anomaly as distal occlusion allows for more thorough treatment planning and positive, lasting results.
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Bures, Laura. "Parenting Mixed Children: How to Start the Conversation about Identity." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 2 (January 1, 2020): 15–25. http://dx.doi.org/10.29173/cjfy29504.
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This paper explores the parenting practices of mixed union couples in Canada in an attempt to understand how these practices influence identity development in biracial children. Current theories around this topic suggest that the type of parental communication a biracial child receives influences their decision to associate with both racial identities, one racial identity, or neither. I will discuss common sources of tension that these couples face in their negotiation of racial and cultural differences. I suggest that when interracial couples disagree on how to parent their children about their mixed identities, children struggle to develop a strong understanding of who they are.
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Lichter, Daniel T., and Zhenchao Qian. "Boundary Blurring? Racial Identification among the Children of Interracial Couples." ANNALS of the American Academy of Political and Social Science 677, no. 1 (April 25, 2018): 81–94. http://dx.doi.org/10.1177/0002716218760507.
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This article uses data, pooled annually, from the 2008 to 2014 American Community Survey (ACS) to document (1) recent fertility patterns among interracially married couples and (2) the racial or ethnic identification of the children from interracial marriages. We find that a sizable minority of America’s children from mixed-race marriages are identified by their parents as monoracial, which suggests that mixed-race children are seriously underreported. Moreover, the assignment of race is highly uneven across interracial marriages comprising husbands and wives with different racial backgrounds. For America’s children, their reported racial identities in the ACS reflect a kind of racial “tug-of-war” between fathers and mothers, who bring their own racial and cultural identities to marriages. The status or power of parents is often unequal, and this is played out in children’s racial identification. For example, parents from minority populations in interracial marriages often have fewer claims on the race of their children. The racial and ethnic identities of children from these marriages, at a minimum, are highly subjective and complex.
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Chew, Kenneth S. Y., David J. Eggebeen, and Peter R. Uhlenberg. "American Children in Multiracial Households." Sociological Perspectives 32, no. 1 (March 1989): 65–85. http://dx.doi.org/10.2307/1389008.
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This study provides a demographic portrait of multiracial households, using children as the units of analysis. The authors conceptualize three dimensions for understanding multiracialness: (1) the racial composition of a household overall, (2) where in the household a racial difference exists relative to the household head, and (3) where in the household a racial difference exists relative to each child. Using microdata from the 1980 U.S. census, the authors explore the first two of these dimensions and test two propositions about the links between racial diversity and other nonracial attributes of children's household environments. The finding is made, among other things, that the largest proportion of children live in Asian-white households, and that about 60% live in households headed by mixed-race couples. Support for the notion that attributes of multiracial households fall between those of their same-race counterparts was mixed. Nonetheless, there appears to be a link between location of diversity and some nonracial characteristics of the household.
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Lu, Kevin. "Racial Hybridity." International Journal of Jungian Studies 12, no. 1 (February 3, 2020): 11–40. http://dx.doi.org/10.1163/19409060-01201006.
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Abstract This paper explores some possible contributions analytical psychology may make to theorising racial hybridity. Already a ‘hybrid psychology’, Lu suggests that analytical psychology is particularly well-positioned to speak to the specific experiences and challenges posed by multiraciality. In particular, Lu critically reflects on his hopes, fears, and fantasies that have arisen with the birth of his multiracial children, which may in turn act as a springboard to greater depth psychological reflections on the unique and equally ‘typical’ experience of raising mixed-raced children. Such concerns have been articulated by others such as Bruce Lee, who faced the challenge of raising multiracial children amidst a backdrop of racism in the Unites States. This paper critically assesses possible ways in which racial hybridity may be theorised from a Jungian perspective and argues that a Post-Jungian approach must reflect the flexibility and fluidity of hybridity itself.
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Knaus, Juliann. "Dissolution of Racial Boundaries." JAAAS: Journal of the Austrian Association for American Studies 2, no. 1 (December 31, 2020): 29–45. http://dx.doi.org/10.47060/jaaas.v2i1.73.
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As the field of mixed-race studies continues to expand, my article adds to this growth by analyzing the representation of mixed-race children in Natasha Trethewey's Thrall in relation to the corresponding Mexican casta paintings she refers to. I explore how Trethewey uses diction and etymology in Thrall by performing close readings of her Mexican casta painting poems. Throughout my analysis, I pay special attention to how aspects of knowledge and colonialism affect the portrayal of these mixed-race offspring. The aim of this article is to demonstrate that Trethewey skillfully uses diction and etymology to emphasize the relationship between knowledge and power, particularly with regard to the representation of mixed-race people in society. Trethewey intertwines mixed-race representation and experiences that seem disparate—her poems cross geographical, temporal, and spatial boundaries—in order to illustrate how mixed-race peoples' positioning and representation in society often transcends such boundaries while additionally critically assessing power dynamics controlling said representation. Accordingly, by closely examining the representation of mixed-race people and miscegenation in art and poetry, this article sheds a new light on how meaning can be developed between races and cultures and stresses how colonialism and knowledge can be connected to contextualizing difference across time and space.
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Bertolini, Milene, Sérgio Vilhegas, Denise Norato, and Jorge Paschoal. "Cephalometric evaluation in children presenting adapted swallowing during mixed dentition." International Journal of Orofacial Myology 29, no. 1 (November 1, 2003): 29–41. http://dx.doi.org/10.52010/ijom.2003.29.1.3.
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The tongue trust and anterior projection through the dental arcades during swallowing is known as Adapted Swallowing (AS) and is a common finding during mixed dentition. The authors studied the morphologic dentofacial characteristics through cephalometric measures in 38 girls and 35 boys, aged seven to nine years, presenting AS, as determined by the speech therapist evaluation. Cephalometric evaluation was obtained by Radiocef 2.0 software. The measurements studied were the mandibular and maxillary relations to the cranial base, the nasolabial angle, and the upper airway patency, as proposed by McNamara Jr (1984), and the convexity and facial axis angles and maxillary height from Ricketts (1960; 1981). Results, analyzed in relation to sex and racial group, showed an association of Class II facial convexity with the African Brazilian children with dark black skin. This classification does not reflect an abnormality as all African Brazilians studied were classified as class II, due to the fact that the standard measurements are based in the white American population. These findings point to the need of specific racial normative standard for evaluating orofacial and dental structures.
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Assari, Shervin. "Racial Variation in the Association between Suicidal History and Positive and Negative Urgency among American Children." Journal of Education and Culture Studies 4, no. 4 (October 12, 2020): p39. http://dx.doi.org/10.22158/jecs.v4n4p39.
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Background: Positive and negative urgency reflect specific facets of impulsivity and correlate with several health-related risk behaviors such as aggression, substance use, and suicide. Less is known about how positive and negative urgency are associated with suicidal behaviors of diverse racial groups.Aim: To investigate racial differences in the positive associations between positive and negative urgency and suicide in children in US. Materials and methods: This longitudinal study used the Adolescent Brain Cognitive Development (ABCD) study. Participants were 10535 American children between ages 9 and 10 years old who were followed for up to one year. The independent variable was suicide history. The primary outcomes were the positive and negative urgency measured by the Urgency, Premeditation (lack of), Perseverance (lack of), Sensation Seeking, Positive Urgency, Impulsive Behavior Scale (UPPS-SS). Mixed-effects regression models were used for data analysis.Results: In the overall sample, suicidality was associated with positive and negative urgency in children. Race showed a statistically significant interaction with suicidality on children’s positive and negative urgency, indicating stronger effects of suicidality on positive and negative urgency for White, compared to Black and Other/Mixed race children respectively. Conclusion: The effects of positive and negative urgency for suicidality of American children depend on race. White American children show the strongest links between positive and negative urgency and risk of suicide, while the effects of positive and negative urgency on children suicide are weaker for Black and Other/Mixed race children.
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Neto, Félix, and Lizália Paiva. "COLOR AND RACIAL ATTITUDES IN WHITE, BLACK AND BIRACIAL CHILDREN." Social Behavior and Personality: an international journal 26, no. 3 (January 1, 1998): 233–43. http://dx.doi.org/10.2224/sbp.1998.26.3.233.
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Previous studies of children in United States, Western Europe and Asia have demonstrated a bias favoring the color white relative to the color black, and a bias favoring light-skinned figures relative to dark-skinned figures. In this study of eight-year old children, procedures used in previous studies were administered to biracial children of mixed black and white parentage and to black and white children of monoracial parentage. Both types of bias were found among the three racial categories, providing additional evidence that the pro-white and pro-light-skinned biases are pancultural tendencies. The biases were not different by gender, but they were significantly different by race. Mean color attitudes of white children were significantly different from biracial children, such that the white children displayed a stronger pro-white/anti-black bias than the biracial children. Mean racial attitudes of white children were significantly different from black and biracial children, with white children showing more pro light-skinned bias than black and biracial children. It appears that the biracial category should be considered in research on color and racial attitudes.
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Cross, Fernanda. "Documentation Status Socialization as an Ethnic-racial Socialization Dimension: Incorporating the Experience of Mixed-status Latinx Families." Studies in Social Justice 16, no. 1 (January 24, 2022): 264–79. http://dx.doi.org/10.26522/ssj.v16i1.2464.
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Ethnic-racial socialization (ERS) serves as a protective factor in the development of minority children. However, few studies have focused on mixed-status Latinx families to include the broad expression of their ethnic-racial socialization practices centering on their immigration experiences as they teach their children the risks and restrictions of having undocumented status. These parents adapt their ERS in accordance with their experiences of stress, fear, and discrimination, all of which shape the type and frequency of their socialization messages. Through documentation status socialization, Latinx parents forewarn their children of the inequities associated with their ethnic-racial group and undocumented status, including possible family separation. They also teach children about nativity differences and the attendant privilege of having documented status. This manuscript highlights insights to be gained by considering documentation status socialization as an ERS dimension within Latinx families. Learning about the specific ERS practices of such an understudied group is a social justice issue with important implications for understanding how these families might adapt and respond to their social context, especially amidst a political environment that engenders fear and isolation throughout their community. Including documentation status socialization in the ERS literature is a crucial step towards developing a deeper understanding of how the structural and social forces operating within the lives of undocumented immigrants impact normative family processes that ultimately exert an influence on their children’s development. A discussion on implications for practitioners and service providers working with this population is also included.
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O’Malley, Patti. "Mothering ‘Outsider’ Children: White Women in Black/White Interracial Families in Ireland." Genealogy 6, no. 2 (April 19, 2022): 27. http://dx.doi.org/10.3390/genealogy6020027.
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The mixed-race family constellation has emerged as a regular feature of the Irish familial landscape. Such a demographic change invariably leads to the increased presence of white women who are mothering across racialised boundaries. Moreover, in the Irish context, the racial category of whiteness is privileged at a structural level and remains a central organising principle of Irishness as a mode of national belonging. This paper, therefore, sets out to address the specific gap in the literature related to the racialised experiences of the white mother of mixed-race (i.e., black African/white Irish) children in contemporary Ireland as these women are, in effect, mothering ‘outsider’ children in a context of white supremacy. More specifically, how does the positioning of these women’s mixed-race children impact their subjectivities as mothers categorised normatively as white and Irish? Framed by critical whiteness literature, this paper draws on in-depth interviews with twelve white Irish mothers. Data analysis broadly revealed three themes as relates to the women’s negotiations of the racialising discourses and practices which impact their family units. Findings suggest that these women no longer occupy the default position of whiteness as a category of racial privilege and a condition of ‘structured invisibility’. Perhaps, most significantly, the lived reality of these women disturbs the hegemonic conflation of the categories white and Irish. This paper, therefore, extends our theoretical understanding of both whiteness and mixed-race studies.
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Dua, Varun, Avninder Kaur, and Manjeet Kaur. "Mixed Dentition Analysis: A Revised Equation for New Generation." Dental Journal of Advance Studies 02, no. 03 (December 2014): 150–56. http://dx.doi.org/10.1055/s-0038-1672002.
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Abstract Abstract: Aim: Racial difference is an important factor in tooth size variability. The present study was thus aimed to assess the applicability of Tanaka and Johnston method for predicting the mesiodistal dimensions of canine and premolars in children of Panchkula, Haryana. Methods: Dental study models of 200 children were analysed to check the applicability of Tanaka and Johnston method of mixed dentition analysis. Results: Differences have been found in the means of actual dimensions of canine & premolars and values derived by regression equation of Tanaka and Johnston by Student’s t-test and therefore formulated a new equation. Conclusion: Tooth size differences amongst races are an important variable that must be considered before the formulation of prediction equation. The proposed new prediction equations derived in the present study are possibly more appropriate to be used for mixed dentition analysis in a population of Panchkula, Haryana.
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ROOS, JULIA. "Racist Hysteria to Pragmatic Rapprochement? The German Debate about Rhenish ‘Occupation Children’, 1920–30." Contemporary European History 22, no. 2 (April 4, 2013): 155–80. http://dx.doi.org/10.1017/s0960777313000039.
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AbstractThis essay revisits 1920s German debates over the illegitimate children of the Rhineland occupation to examine hitherto neglected fluctuations in the relationship between nationalism and racism in Weimar Germany. During the early 1920s, nationalist anxieties focused on the alleged racial ‘threats’ emanating from the mixed-race children of colonial French soldiers. After 1927, plans for the forced sterilisation and deportation of the mixed-race children were dropped; simultaneously, officials began to support German mothers’ paternity suits against French soldiers. This hitherto neglected shift in German attitudes towards the ‘Rhineland bastards’ sheds new light on the role of debates over gender and the family in the process of Franco–German rapprochement. It also enhances our understanding of the contradictory political potentials of popularised foreign policy discourses about women's and children's victimisation emerging from World War I.
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Assari, Shervin, and Tommy J. Curry. "Parental Education Ain’t Enough: A Study of Race (Racism), Parental Education, and Children’s Thalamus Volume." Journal of Education and Culture Studies 5, no. 1 (December 4, 2020): p1. http://dx.doi.org/10.22158/jecs.v5n1p1.
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Introduction. The thalamus is the hub of the brain and has a significant role in various brain activities. Purpose. This study explored racial differences in the association between parental education and thalamus volume among American children. Methods. Using data from the Adolescent Brain Cognitive Development (ABCD), we analyzed the structural Magnetic Resonance Imaging (sMRI) data of 11141 9-10 years old children. The main outcome was the thalamus volume. The independent variable was parental education. Age, sex, ethnicity, family marital status, and intracranial volume were the covariates. Race was the moderator. To analyze the data, we used mixed-effects regression models. Results. In race-stratified models, high parental education was associated with smaller thalamus volume in White but not Black children. In the pooled sample, significant interactions were found between race and parental education suggesting that the effect of parental education on left thalamus volume is significantly smaller for Blacks and mixed/other race children than White children. Conclusions. The effect of parental education on children’s thalamus volume seems to be weaker for Black and other/mixed-race children than their White counterparts. This finding is in support of Minorites’ Diminished Returns (MDRs) that suggest due to social stratification and racism, economic resources have weaker than expected effects in minority populations.
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Assari, Shervin, Shanika Boyce, Ritesh Mistry, Alvin Thomas, Harvey L. Nicholson, Ryon J. Cobb, Adolfo G. Cuevas, et al. "Parents’ Perceived Neighborhood Safety and Children’s Cognitive Performance: Complexities by Race, Ethnicity, and Cognitive Domain." Urban Science 5, no. 2 (June 1, 2021): 46. http://dx.doi.org/10.3390/urbansci5020046.
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Background:Aim: To examine racial/ethnic variations in the effect of parents’ subjective neighborhood safety on children’s cognitive performance. Methods: This cross-sectional study included 10,027 children from the Adolescent Brain Cognitive Development (ABCD) study. The exposure variable was parents’ subjective neighborhood safety. The outcomes were three domains of children’s cognitive performance: general cognitive performance, executive functioning, and learning/memory. We used mixed-effects regression models for data analysis. Results: Overall, parents’ subjective neighborhood safety was positively associated with children’s executive functioning, but not general cognitive performance or learning/memory. Higher parents’ subjective neighborhood safety had a more positive influence on the executive functioning of non-Hispanic White than Asian American children. Higher parents’ subjective neighborhood safety was associated with higher general cognitive performance and learning/memory for non-White children relative to non-Hispanic White children. Conclusion: The race/ethnicity of children moderates the association between neighborhood safety and cognitive performance. This becomes more complicated, as the patterns seem to differ across ethnicity and cognitive domains. It is unknown whether the observed racial/ethnic variations in the effect of neighborhood safety on cognitive performance are neighborhood characteristics such as residential segregation. Addressing neighborhood inequalities is needed if we wish to reduce racial/ethnic inequities in the cognitive development of children.
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Kawabata, Yoshito, and Nicki R. Crick. "The antecedents of friendships in moderately diverse classrooms: Social preference, social impact, and social behavior." International Journal of Behavioral Development 35, no. 1 (August 13, 2010): 48–57. http://dx.doi.org/10.1177/0165025410368946.
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The aim of this study was to examine the antecedents of cross-racial/ethnic friendships and same-racial/ethnic friendships. The sample consisted of 444 (161 African American, 108 European American, 100 Asian American, and 75 Latino) children who were in the fourth grade from 39 classrooms in 10 public elementary schools. Results of Mixed Linear Models demonstrated that social preference was associated with relative increases in same-racial/ethnic friendships; and leadership skills and the inhibition of relational aggression were related to relative increases in cross-racial/ethnic friendships. Further, social preference weakened and leadership skills reinforced the stability of cross-racial/ethnic friendships. Developmental processes, involving social preference, social behavior, classroom diversity, and diverse friendships were discussed.
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Campion, Karis, and Chantelle Jessica Lewis. "Racial Illiteracies and Whiteness: Exploring Black Mixed-Race Narrations of Race in the Family." Genealogy 6, no. 3 (June 22, 2022): 58. http://dx.doi.org/10.3390/genealogy6030058.
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Drawing upon fifty-five interviews with Black mixed-race people located in Britain’s second-largest city, Birmingham, and a nearby satellite town, Bromsgrove, this article critically explores how race, identity, and whiteness, are negotiated in mixed-race families. Whilst existing studies tend to centre upon the experiences of white parents raising their children, in this article, we foreground Black mixed-race perspectives of familial practices. Whiteness can often function as an ever-present non-presence in explorations of mixed identities. We utilise concepts such as white fragility, white complicity and the white gaze to make whiteness visible and to address how racial illiteracies can manifest within everyday family settings. In doing so, we suggest that white family members can, on occasion, participate in processes of white domination even in the smallest everyday acts and conversations that deny, avoid, dismiss and, in some cases, even perpetuate racism. By identifying these moments in Black mixed-race lives, we complicate some of the studies that document the racial literacies of white parents and explore how mistakes are made. We suggest that these encounters can create moments of disjuncture in familial settings that are characterised by a complex layer of love, intimacy and racial difference. By bringing these issues to the fore, we centre the emotional labour it can take on the part of Black mixed-race people to make sense of and resist these experiences whilst simultaneously maintaining closeness within familial relationships.
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Weindling, Paul. "The Dangers of White Supremacy: Nazi Sterilization and Its Mixed-Race Adolescent Victims." American Journal of Public Health 112, no. 2 (February 2022): 248–54. http://dx.doi.org/10.2105/ajph.2021.306593.
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Mixed-race African German and Vietnamese German children were born around 1921, when troops drawn from the French colonial empire occupied the Rhineland. These children were forcibly sterilized in 1937. Racial anthropologists had denounced them as “Rhineland Bastards,” collected details on them, and persuaded the Nazi public health authorities to sterilize 385 of them. One of the adolescents later gave public interviews about his experiences. Apart from Hans Hauck, very few are known by name, and little is known about how their sterilization affected their lives. None of the 385 received compensation from the German state, either as victims of coerced sterilization or as victims of Nazi medical research. The concerned human geneticists went unprosecuted. (Am J Public Health. 2022;112(2):248–254. https://doi.org/10.2105/AJPH.2021.306593 )
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Edwards, Rosalind, Chamion Caballero, and Shuby Puthussery. "Parenting children from ‘mixed’ racial, ethnic and faith backgrounds: typifications of difference and belonging." Ethnic and Racial Studies 33, no. 6 (June 2010): 949–67. http://dx.doi.org/10.1080/01419870903318185.
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Roebuck, Kristin. "Orphans by Design: ‘Mixed-blood’ Children, Child Welfare, and Racial Nationalism in Postwar Japan." Japanese Studies 36, no. 2 (May 3, 2016): 191–212. http://dx.doi.org/10.1080/10371397.2016.1209969.
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Assari, Shervin. "Stronger Association between Nucleus Accumbens Density and Body Mass Index in Low-Income and African American Children." Research in Health Science 5, no. 2 (May 1, 2020): p107. http://dx.doi.org/10.22158/rhs.v5n2p107.
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Background: The nucleus accumbens’ (NAc) size, function, and density influence individuals’ body mass index (BMI). However, little is known about racial and socioeconomic status (SES) differences in the role of NAc density as a predictor of childhood BMI. Objectives: We used the Adolescent Brain Cognitive Development (ABCD) data to investigate racial and SES differences in the effect of NAc density on childhood BMI. Methods: This cross-sectional study included 9497 children between ages 9 and 10. Mixed-effects regression models were used to analyze the data. The predictor variable was NAc density measured using diffusion MRI (dMRI). The outcome variable was BMI, operationalized as a continuous variable. Covariates included sex, age, ethnicity, family structure, and parental education. Race (White, African American, Asian, and Other/mixed) and household income (< 50k, 50-100 k, and 100+ k) were the moderators. Results: High NAc diffusion tension (density) was predictive of higher BMI, net of covariates. However, the positive association between NAc density and BMI was stronger in African Americans than in White, and in low-income than in high-income children. Conclusions: Our findings suggest that although high NAc has implications for children’s BMI, this effect varies across racial and SES groups. More research should be performed on the role of obesogenic environments in altering the effect of NAc on childhood BMI.