OBJECTIVE: Substance use disorders (SUD) affect approximately 19.3 million adults in the United States. Of adults with SUDs, only 5% perceive the need for SUD treatment and 10% utilize specialty SUD treatment. The literature evidences racial disparities in utilization of SUD treatment yet presents mixed outcomes regarding race/ethnicity (i.e., White, Latinx, and Black/African-American) and gender (i.e., male, female) differences in perceived need for SUD treatment, specialty SUD treatment utilization, and barriers to SUD treatment. In addition, interaction with healthcare systems for chronic medical conditions like diabetes or hypertension may facilitate connection to SUD treatments for individuals with co-occurring SUD and chronic medical conditions, but little research exists that explores this potential facilitator. This dissertation addresses the following questions, with a focus on race/ethnicity and gender, and their interaction: 1.) What characteristics are associated with perceiving a need for SUD treatment among adults with SUD? 2.) What are the characteristics of adults who do not engage in specialty SUD treatment among those who perceived a need for SUD treatment? What were the most commonly reported barriers to specialty SUD treatment? and 3.) Is receipt of a chronic medical condition diagnosis among individuals with SUD associated with a greater likelihood of specialty SUD treatment utilization? METHODS: This study uses data from the National Survey on Drug Use and Health (NSDUH) from years 2005 through 2017. Simple and multivariate logistic regressions were conducted and interactions were tested using multiplicative terms with race/ethnicity and gender. Analyses adjusted for weights to account for the survey’s complex sampling design. RESULTS: No significant racial/ethnic or gender differences were found in association with perceived need for SUD treatment. Among adults who perceived the need for SUD treatment, less than 20% in any racial/ethnic category utilized specialty SUD treatment services. Black/African-American adults, compared to White, were more likely to utilize specialty SUD treatment and less likely to name stigma as a barrier to treatment. Black/African-American adults with co-occurring chronic medical conditions and SUD were more likely to perceive a need for SUD treatment, but similarly likely to utilize specialty SUD treatment in comparison to White adults. Women and men did not significantly differ on perceived need for SUD treatment, utilization, or barriers. CONCLUSIONS: Differences in SUD treatment utilization patterns exist in association with race/ethnicity, though not with gender. Study findings suggest the presence of specialty SUD treatment utilization disparities, with stigma contributing to lower utilization for Whites compared to Blacks/African-Americans. Higher rates of treatment utilization among Blacks/African-Americans may reflect the presence of strengths uniquely attributed to this group.

Background: The epidemiology of SARS-CoV-2 infection in the pediatric population, with a focus on racial and ethnic disparities and impact of societal public health measures, remains poorly understood. Methods: This large observational study used electronically abstracted data from pediatric (≤ 19 years of age) patients who received a molecular test for SARS-CoV-2 at a UMass Memorial Health Care (UMMHC) site between March 8, 2020 and April 3, 2021 which was further supplemented by manual chart review of a subset of pediatric SARS-CoV-2 cases. Multivariable logistic regression models with interaction terms were used to identify risk factors for SARS-CoV-2 infection. Segmented regression analysis using Poisson models was used to estimate the effect of public health measures on the weekly incidence of SARS-CoV-2 infection. Results: A total of 25,426 unique pediatric patients were tested for SARS-CoV-2 among whom 2,920 (11.5%) tested positive. The average age of those who tested positive was 10.8 years (SD: 5.8) and 48.1% were female. In the subset analysis, nearly three-quarters (75.9%) of SARS-CoV-2 diagnoses occurred through a telephone encounter, meaning that the child was not physically examined by a provider prior diagnosis and only 2.0% were admitted for inpatient care at diagnosis. Results of multivariable regression revealed that children or parents who self-reported Black race, Hispanic ethnicity, and non-English primary language were associated with approximately twice the odds of testing positive in comparison with White or English-speaking patients. Furthermore, increasing age was associated with increased odds of testing positive for SARS-CoV-2 (aOR: 1.1 (1-4 years), 1.2 (5-9 years), 1.4 (10-14 years), 1.6 (15-17 years), 1.7 (18-19 years)). However, this association between age and positivity rate, varies by race/ethnicity and primary language such that Non-Hispanic Black, Hispanic, and non-English speaking children had markedly greater odds of testing positive during adolescence in comparison to Non-Hispanic White and English-speaking counterparts. Results from segmented regression analysis demonstrated a decline in weekly incidence of cases 9.9% (95% CI: 7.8 – 11.9) after the Massachusetts state mask mandate was implemented. During the winter holidays, the rate of increase in the weekly incidence of cases was 12.1% (95% CI: 11.9 – 12.3) in this pediatric population. Conclusions: Many SARS-CoV-2 cases have been diagnosed at UMMHC sites and notable racial/ethnic disparities exist that vary based on patient age. Public health measures are effective at preventing transmission of SARS-CoV-2 among children.

Master of Science / Department of Journalism and Mass Communications / Louise Benjamin / This study examines women’s interpretations of model minority stereotypes of Asian American women in prime-time television. This stereotype depicts Asian Americans as well educated, intelligent, competitive, hardworking and successful career women. Using focus group discussions, this study recalls perceptions and explores potential effects of model minority stereotypes in prime-time television among women of varied racial-ethnic backgrounds. The study finds that both Asian/Asian American women and women from other racial-ethnic groups confirm belief in the model minority media stereotype in prime-time television. The selfperception and others’ perception of Asian American women as a model minority imposes stress on Asian/Asian American women in terms of gender role, academic performance and career achievement. Additionally, perceptions toward the model minority media stereotype among women of varied racial-ethnic backgrounds influence intergroup relations, interracial contact and evaluation of the model minority media image. Implications indicate that the model minority media stereotype has both positive and negative influences on Asian/Asian American women and other racial-ethnic groups. The study suggests that American media can increase the frequency and diversity of Asian American women’s media representation to reduce the negative societal influence of one-dimensional media stereotypes.

Made available in DSpace on 2016-04-28T20:56:24Z (GMT). No. of bitstreams: 1 Cristina Teodoro Trinidad.pdf: 10137598 bytes, checksum: ebf7f617d934cd5eb2918d6ad1300b2c (MD5) Previous issue date: 2011-06-03 / Fundação Ford / This study aimed to determine: a) if - and how - children in preschool understand racial- ethnic identification; b) the criteria they employ to do so; and c) the means by which this identification is formulated. The research was conducted in an elementary school, situated in the west part of the city of São Paulo, SP, Brazil, involving 33 children between 4 and 5 years old. The theoretical framework includes approaches to the ethnic-racial identification, specifically those that consider race as a social construction. Furthermore, some categories of the socio-historical theory in Psychology, in particular, the appropriation of 'senses and meanings' were employed. Finally, it was adopted the notion of child proposed by Sociology of Childhood, which sees children as a legitimate social actor, one who produces symbols, representations and beliefs that contribute to their own cultures. The literature review was mainly from North-America, since in Brazil, there are few studies dealing with ethnic and/or racial identification made by children or adolescents. Methodologically, an ethnographic approach was employed in this study, using the following procedures for data collection: participant observations, informal conversations, children s storytelling and document analysis. The results show that young children know and employ racial-ethnic categories while playing or interacting with their peers, but do not select their friends based on their skin color. Nevertheless, they do verbalize a desire to have characteristics not associated with blacks, hair and skin tone being those most frequently mentioned. Apparently, all this indicates that meanings socially constructed, for both whites and blacks, have been appropriate by those children, being especially difficult to handle for those of interracial relationships. In fact, as the similarity to black people increases, the desire of being white intensifies. Finally, it is important to mention that the male and female roles have also been duly appropriated and are reproduced by girls and boy in their everyday life. This situation reveals the urgency of breaking the tendency to reproduce and perpetuate gender discriminations present in society. Lastly, the e results show that adults working at the elementary school as well as the children's own parents do not consider that to answer questions regarding color or race can be of any use, demonstrating a lack of knowledge about the importance of educating children to recognize ethnic and racial diversity as something to be respected and positively valued / Este trabalho teve como objetivo verificar: 1) se e como as crianças em idade pré-escolar compreendem a identificação étnico-racial; 2) os critérios que empregam para tal; e 3) a forma por meio da qual essa identificação é explicitada. A pesquisa foi realizada em uma escola de educação infantil situada na zona oeste da cidade de São Paulo (SP-Brasil) e contou com o envolvimento de 33 crianças entre quatro e cinco anos de idade. O referencial teórico foi constituído com base em três abordagens: 1) as teorias acerca da identificação étnico-racial, em especial aquelas que consideram a raça uma construção social; a proposta sócio-histórica da Psicologia, com particular atenção às categorias sentido e significado ; e 3) a concepção proposta pela Sociologia da Infância, segundo a qual a criança é um ator social legítimo e de direito, que produz símbolos, representações e crenças que contribuem para suas próprias culturas. A revisão da literatura centrou-se, sobretudo, em autores norte-americanos, tendo em vista que, no Brasil, poucos são os estudos que tratam da identificação étnico-racial de crianças e adolescentes. Em termos metodológicos, optou-se pela abordagem etnográfica, e a coleta de dados pautou-se pelos seguintes procedimentos: observações participantes, conversas informais, contação de histórias pelas crianças e análise documental. Os resultados mostraram que crianças de pouca idade conhecem e empregam as categorias étnico-raciais; em suas brincadeiras e interações, não selecionam seus pares tendo como base a cor da pele; verbalizam, no entanto, o desejo de ter características associadas ao grupo de pessoas brancas, sendo o cabelo e a tonalidade da pele as mais mencionadas. Tudo isso aponta para o fato de que os sentidos e os significados dados a brancos e negros já foram apropriados pelas crianças. Em relação aos filhos de relacionamentos inter-raciais, notou-se que, quanto mais as crianças apresentam traços físicos que se aproximam dos atribuídos às pessoas negras, maior é o desejo de serem brancas. Os papéis sociais masculinos e femininos também foram devidamente apropriados e reproduzidos no cotidiano infantil, apontando ser necessário romper com a tendência de reproduzir e perpetuar a discriminação de gênero presente na sociedade. Averiguou-se, também, que a instituição de educação infantil e as famílias das crianças não consideram o preenchimento do quesito cor/raça (seja no Censo da População ou no Censo Escolar) necessário ou relevante, explicitando que desconhecem a importância de educar as crianças pequenas para reconhecerem a diversidade étnico-racial como algo a ser respeitado e positivamente valorizado

Made available in DSpace on 2016-04-25T20:21:19Z (GMT). No. of bitstreams: 1 Ricardo Ramos Sales.pdf: 1449801 bytes, checksum: f2dcfa07e71065d9b34dad13acf19001 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation is part of the concerns about racism forms and the historical resistance of the black population, to fighting against this phenomenon allows us to understand and formulate one of black identities in Brazil. To this end, the relations of power established between the different ethnic groups set up one of the strands to this analysis proposed by this work. We seek to understand the demonstrations and dissemination of black thought, the early twentieth century, through one of the instruments of this group, the Imprensa Negra Paulista. From our analysis, we identified two inherent aspects in the project of this press release: education and the fight against racism. However, the concept of education that black leadership, which was formed from the black press, demonstrated to be wide, while defending schooling at certain times, has generated non schooled actions that promoted equal education in others. It was precisely this expanded vision of education that allowed promote the combat against racism using the same weapon of the white people: the education. It is from these two aspects of the Imprensa Negra Paulista project that this work aims to contribute to the studies about race and ethnic issues of combating racism by black population / A presente dissertação faz parte das inquietações em relação às formas de racismo e a resistência histórica da população negra que, ao combater tal fenômeno, nos permite compreender e formular uma das identidades negras no Brasil. Para tal, as relações de poder estabelecidas entre os diferentes grupos étnicos configura uma das vertentes para a análise proposta por este trabalho. Buscamos compreender as manifestações e divulgação do pensamento negro, do início do século XX, através de um dos instrumentos deste agrupamento, a Imprensa Negra Paulista. A partir de nossa análise, identificamos dois aspectos intrínsecos no projeto desta imprensa: a educação e o combate ao racismo. No entanto, a concepção de educação dessa liderança negra, que formou-se a partir da imprensa negra, mostrou-se ampla, ao mesmo tempo que defendia a escolarização em determinados momentos, gerava ações não escolarizadas que promoviam igual educação em outros. Foi justamente essa concepção ampliada de educação que permitiu promover um combate ao racismo utilizando-se da mesma arma dos brancos: a instrução. É a partir destes dois aspectos do projeto da Imprensa Negra Paulista que este trabalho pretende contribuir com os estudos acerca das questões étnico raciais e do combate ao racismo pela população negra

<div> <p>In the last several years, it has become apparent that racial/ethnic minority graduate students face an increased risk for mental health issues (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012; Paradies et al., 2015). Contextualizing their experiences and determining what factors play a role in increasing this risk specifically for racial/ethnic minority graduate students could help provide information about areas for intervention. However, there is a lack of literature on the experiences of racial/ethnic minorities in graduate school and the implications of those experiences for their mental health. It is important to understand their experience in the context of minority status stress through the use of Stress Process Theory (Pearlin, Menaghen, Lieberman, & Mullan, 1981). As such I hypothesized several positive and unique contributions to depressive symptoms by career and education barriers and minority status stress. Additionally, I hypothesized that minority status stress would mediate the relationship between career and education barriers and depressive symptoms, and that perceived family social support would moderate the relationships between career and education barriers, minority status stress, and depressive symptoms. To this end I used this regression-based, quantitative study to examine the associations between the perception of career and education barriers, minority status stress, perceived family social support, and depressive symptoms among a sample (<i>N</i> = 311) of domestic racial/ethnic minority graduate students currently enrolled in degree granting programs. The results revealed that the perception of career barriers uniquely contributed to depressive symptoms, although not in the hypothesized direction with career barriers being a negative predictor of depressive symptoms. Minority status stress uniquely contributed to depressive symptoms in the hypothesized directions and serves as a mediator between the perception of career barriers and depressive symptoms. The perception of education barriers did not uniquely contribute to depressive symptoms. Additionally, perceived family social support moderated only the relationship between the perception of career barriers and depressive symptoms; a moderator effect was not found in any other relationship. Implications for future research and practice, as well as the study’s limitations are discussed<b></b></p> </div> <b><br></b>

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-19T10:42:52Z No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5) / Made available in DSpace on 2017-01-19T10:42:52Z (GMT). No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5) Previous issue date: 2016-02-29 / This research is about teacher training for Youth and Adults studentes and the need to identify and analyze if the teachers who work with this modality at a given school in Volta Redonda carry out their teaching activities from the perspectives of law 10.639/2003 and the Curricular Guidelines for the Education of Racial-Ethnic Relations. For this purpose, I dedicated myself to historicizing the implementation of adult education, identifying and characterizing the skills and competencies required for a teacher of adult education, characterizing the relationship between the students, their teachers and ERERs and understanding how important teachers in this type of education grant to the Curriculum Guidelines for the Education of Racial-Ethnic Relations and how it manifests on the "ground of the school". From these actions, I sought to identify if there are political strategies for teaching qualification at SME in Volta Redonda focused on the implementation of Law 10.639/2003 in that city / Nesta pesquisa, abordo a forma??o docente para a Educa??o de jovens e Adultos (EJA) e discuto sobre a necessidade de identificar e analisar se os professores que trabalham com esta modalidade em determinada escola do munic?pio de Volta Redonda exercem suas atividades docentes nas perspectivas da Lei 10.639/2003 e das Diretrizes Curriculares Para a Educa??o das Rela??es ?tnico-Raciais. Para este fim, dediquei-me a historicizar a implanta??o da EJA, identificar e caracterizar as habilidades e compet?ncias exigidas para um professor do EJA, caracterizar as rela??es existentes entre a EJA, seus professores e as ERERs e entender qual a import?ncia que os professores dessa modalidade de ensino concedem ?s Diretrizes Curriculares para a Educa??o das Rela??es ?tnico-Raciais e como ela se manifesta no ?ch?o da escola?. A partir dessas a??es, busquei identificar se h? ou n?o estrat?gias pol?ticas de qualifica??o docente na SME de Volta Redonda voltadas para a implanta??o da Lei 10.639/2003 naquele munic?pio

Made available in DSpace on 2016-04-26T14:55:08Z (GMT). No. of bitstreams: 1 Ricardo Ramos Sales.pdf: 1449801 bytes, checksum: f2dcfa07e71065d9b34dad13acf19001 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation is part of the concerns about racism forms and the historical resistance of the black population, to fighting against this phenomenon allows us to understand and formulate one of black identities in Brazil. To this end, the relations of power established between the different ethnic groups set up one of the strands to this analysis proposed by this work. We seek to understand the demonstrations and dissemination of black thought, the early twentieth century, through one of the instruments of this group, the Imprensa Negra Paulista. From our analysis, we identified two inherent aspects in the project of this press release: education and the fight against racism. However, the concept of education that black leadership, which was formed from the black press, demonstrated to be wide, while defending schooling at certain times, has generated non schooled actions that promoted equal education in others. It was precisely this expanded vision of education that allowed promote the combat against racism using the same weapon of the white people: the education. It is from these two aspects of the Imprensa Negra Paulista project that this work aims to contribute to the studies about race and ethnic issues of combating racism by black population / A presente dissertação faz parte das inquietações em relação às formas de racismo e a resistência histórica da população negra que, ao combater tal fenômeno, nos permite compreender e formular uma das identidades negras no Brasil. Para tal, as relações de poder estabelecidas entre os diferentes grupos étnicos configura uma das vertentes para a análise proposta por este trabalho. Buscamos compreender as manifestações e divulgação do pensamento negro, do início do século XX, através de um dos instrumentos deste agrupamento, a Imprensa Negra Paulista. A partir de nossa análise, identificamos dois aspectos intrínsecos no projeto desta imprensa: a educação e o combate ao racismo. No entanto, a concepção de educação dessa liderança negra, que formou-se a partir da imprensa negra, mostrou-se ampla, ao mesmo tempo que defendia a escolarização em determinados momentos, gerava ações não escolarizadas que promoviam igual educação em outros. Foi justamente essa concepção ampliada de educação que permitiu promover um combate ao racismo utilizando-se da mesma arma dos brancos: a instrução. É a partir destes dois aspectos do projeto da Imprensa Negra Paulista que este trabalho pretende contribuir com os estudos acerca das questões étnico raciais e do combate ao racismo pela população negra

Made available in DSpace on 2016-06-02T19:39:29Z (GMT). No. of bitstreams: 1 4662.pdf: 494573 bytes, checksum: 9870aabf7ad6434839159c5ab08a75fe (MD5) Previous issue date: 2012-02-24 / This present research has the central aims of understanding the educational processes which have developed in a practice of social games that has Indigenous and African origin, or ancestry in the context of an intervention at Physical Education classes, with the student (s) of the fourth year s Public Elementary School located at the city of São Carlos (SP). Hoping somehow to enable and assist in compliance with the Brazilian Law number 10.639/2003 that required the teaching of History and Afro-Brazilian and African Culture, and also Brazilian Law number 11.645/2008 which included Native Cultures and History in Basic Education. We understand Physical Education as well as other curriculum components of basic education can and should include the teaching of History and Afro-Brazilian Culture, Indigenous and African culture enabling appreciation and recognition of Brazilian ethnic and racial diversity. This research development has a qualitative approach with phenomenological approach seeking to understand the phenomenon starting with the gaming experience shared in the intervention. Based on records of field diaries we believe that constant dialogue between educators and students, from the practice of social games that has Indigenous and African origin, or ancestry conducted during Physical Education classes provided the construction of educational processes related to appreciation, knowledge and recognition about Indigenous and African culture encouraging people involved to present their knowledge, discoveries, questions, and curiosities. / A presente pesquisa tem como objetivo central buscar uma compreensão dos processos educativos que se desenvolveram na prática social de jogos de origem ou descendência indígena e africana no contexto de uma intervenção em aulas de Educação Física com os(as) educandos(as) do 4ª ano do ensino fundamental, de uma escola pública estadual localizada na cidade de São Carlos/SP, esperando de alguma maneira possibilitar e auxiliar com cumprimento da Lei 10.639/2003, que torna obrigatório o ensino de História e Cultura Afro- Brasileira e Africana e, também, a lei 11.645/2008 que inclui a História e a Culturas Indígenas, na Educação Básica. Entendemos que a Educação Física, assim como os demais componentes curriculares da Educação Básica, pode e deve incluir o ensino de História e Cultura Afro-Brasileira, Africana e Indígena, possibilitando a valorização e o reconhecimento da diversidade étnico-raciais presente no Brasil. O desenvolvimento da pesquisa teve uma abordagem qualitativa com enfoque fenomenológico, buscando assim compreender o fenômeno a partir da experiência de jogo compartilhada na intervenção. Consideramos, com base nos registros em diários de campo, que o constante diálogo entre os educadores e os(as) educandos(as), a partir da prática social de jogos de origem ou descendência indígena e africana realizados no contexto das aulas de Educação Física, proporcionaram a construção de processos educativos relacionados a valorização, conhecimento e reconhecimento da cultura Indígena e Africana, estimulando os(as) envolvidos(as) a apresentarem os seus saberes, suas descobertas, suas indagações e curiosidades.

Disparities exist in the U.S. between the health status of African American and Hispanic individuals and the health status of non-Hispanic Caucasian individuals across all age groups. Those minority individuals age 55 and over are more likely to suffer from specific health disparities in areas such as diabetes, heart disease, and cancer than their white majority counterparts. Among the most common chronic disorders experienced within this age group are obesity, type II diabetes and cardiovascular disease, all three of which collectively form what has recently become known as metabolic syndrome. As of 2004, metabolic syndrome is diagnosable once criteria are clinically significant for a variety of different risk factors designated by the World Health Organization. However, like many syndromes these criteria are not stable across individuals, and leaves variability between individuals being diagnosed. It has been seen that each of the above mentioned racial/ethnic groups experience the individual risk factors at disproportionate rates, making it plausible that metabolic syndrome could be experienced in distinctly different ways depending upon racial/ethnic background. Using two nationally representative data sets, it is first largely evident that African American and Hispanic individuals are reaching higher peak rates of diabetes and cardiovascular disease much earlier in age than are non-Hispanic Caucasian individuals. The study goes on to reveals that the metabolic syndrome appears to follow one underlying progressive syndrome that begins with obesity and progresses towards heart disease. Each of the racial/ethnic groups experience significantly different progressions of the syndrome across time. Behavioral analysis found significant differences in health behaviors across the three groups; however a more pervasive lack of initiative in practicing preventive health behaviors is also present. The study achieved a higher understanding of individual differences within metabolic syndrome and insight into how and at what time in the lifespan health services can be most beneficial in providing preventive services to culturally diverse populations.