This study focuses on the students who participate in acts of racism. The study examines the degree to which students who commit acts of racism and engage in cultural clashes are outsiders or nonparticipants in their schools as well as in their communities.

The purpose of this study is to examine child welfare workers' attitudes towards culturally diverse consumers. Social workers from four local foster family agencies were asked to complete a voluntary and anonymous questionaire. The survey also consisted of filling out the Multicultural Counseling Inventory (MCI) which, consisted of forty Likert type questions. The MCI served as an instrument scale to measure the workers' multicultural competencies.

This study addressed cultural factors that prevent Hispanic diabetics from getting diagnosed early, controlling their glycemic levels, and obtaining appropriate transportation, health insurance, and better education on nutrition.

The purpose of this study was twofold. First, the study evaluated Loma Linda University Medical Center's (LLUMC) Diabetes Treatment Center's (DTC) effectiveness in providing diabetes education and services to high risk minority populations. Second, the results of the study helped the DTC determine the need for expanding its present efforts in the form of community health prevention services to San Bernardino County residents.

The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.

The purpose of this study was to identify salient factors contributing to the overrepresentation of African Americans in the child welfare system. This study seeks to examine whether or not public child welfare workers are biased in their assessments of African Americans, and if years of experience influence their judgment. By understanding some of the salient factors that contribute to these disproportionate numbers, Child Welfare Services can begin to revamp their programs and services to ensure that they are more culturally sensitive and equitable.

This study seeks to understand the effects and levels of impact that a university student’s intercultural communication competence, social media usage, and self-esteem have on the students’ attitudes towards diversity, equity, and inclusion (DEI) efforts implemented by institutions of higher education. By studying these three independent variables, this research seeks to improve the understanding of the university students’ attitudes on DEI efforts for leaders and change agents in higher education, providing an inspiration for leaders, administrators, and change agents of higher education to continue collaborating to innovate methods and avenues towards creating a diverse, equitable, and inclusive campus climate, as well as focusing on the roles that intercultural communication competence, social media usage, and self-esteem play in this construction of DEI programming. The researcher administered a questionnaire to 351 undergraduate, graduate, and professional students from the University of the Pacific Stockton, Sacramento, and San Francisco campuses using various scales examining campus DEI climate, intercultural communication competency levels, self-esteem, and university-specific and general social media usage. The data from the surveys were analyzed to determine how the independent variables influence the students’ attitudes towards the DEI efforts being implemented by their university. The results indicate that self-esteem (SE) (r= 0.30) and students’ satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.38) are strongly correlated with the students’ attitudes towards the university’s commitment to DEI. Although intercultural communication competence (ICC) (r= 0.20) and how students use university- affiliated social media (USEPSM) (r= 0.21) offer levels of influence on the students’ attitudes towards the university’s commitment to DEI, they lag behind the levels shown by SE and SSPDEI. The results indicate that the students’ satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.35) provides a significant correlation with the students’ feelings towards diversity, equity, and inclusion on the campus (DEISF). Although ICC (r= 0.20), SE (r= 0.20), and USEPSM (r= 0.19) offer levels of influence on the DEISF, they lag behind the level shown by SSPDEI. The results also indicate that the student’s satisfaction with the university’s DEI-related social media campaigns and content (SSPDEI) (r= 0.28) and self-esteem (SE) (r= 0.23) provide the greatest influence on evidence-based DEI (DEIEV), which includes the student’s feelings and beliefs about the university’s commitment to non- discrimination and respect of each student’s individual qualities and demographics. Although ICC (r= 0.19) and USEPSM (0.16) offer levels of influence on DEIEV, they lag behind the level shown by SSPDEI and SE. Intercultural Communication Competency, Self Esteem, and Social Media Usage all have a significant positive relationship with a student’s attitude towards the DEI efforts being implemented by their university. A regression analysis found that the variables of self-esteem and intercultural communication competency have a strong predicting effect on any variances that are seen in the students’ attitudes toward the university’s commitment to DEI. The students’ use of social media may provide enough positive effect on the student’s attitudes towards the university’s efforts and actions related to DEI, however, the focus should then be placed on student satisfaction with the overall strategy and implementation. The multiple linear regression analysis also provides further support that the variables of social media usage, intercultural communication competence, and self-esteem are significant in moving forward the work in creating a campus climate centered on DEI.

This study examines why the passing rates of African Americans on the CBEST are the lowest in California at 60%. Madkins (2011) identified licensure testing as a significant reason why African Americans cannot enter the teaching progression. According to Darling-Hammond et al. (2016), California has an ongoing credentialed teacher shortage. An even more significant need is for teachers of color. According to the California Department of Education (2021), 60% of the state’s educator workforce is White, while the state student body, multicultural and multilingual, is only slightly more than 22% White. While licensure testing for teachers is required in all 50 states, it is well documented that it negates teacher diversity (Brown, 2005; Goldhaber & Hansen, 2010; Sleeter, 2016). The research confirms how it effectively curtails the number of African American educators (Behizadeh & Neely, 2018; Ingersoll et al., 2019; Petchauer, 2012). To clarify why the CBEST is so difficult for African Americans, I used a narrative inquiry with a counter-narrative framework. The inquiry describes the lived experiences of African American applicants in order to interrogate the CBEST’s impact on prospective and current African American teachers in California.

Background The incidence of type 2 diabetes has increased dramatically, particularly among Latinos. While several studies suggest the beneficial effect of lowering glycemic index and glycemic load in patients with type 2 diabetes, no data exists regarding this issue in the Latino population. The purpose of this study was to determine the effect of lowering glycemic index and glycemic load on diabetes control, lipid profiles and anthropometrics among Latinos with type 2 diabetes. Methods Subjects participated in a 12 month randomized clinical trial. The intervention targeted diabetes knowledge, attitudes and behavioral capabilities related to diabetes self management with content including nutrition and physical activity. The nutrition protocol emphasized reduction in glycemic index, fat, salt and portion size and increase in fiber. The control group was given usual care. Measurements included Hba1c, fasting glucose, total cholesterol (TC), low density lipoproteins (LDL) and high density lipoproteins (HDL), HDL:LDL ratio, TC:HDL ratio, waist circumference and BMI and were collected at baseline, 4 and 12-months. Results Two hundred fifty two Latino adults with type 2 diabetes participated in the study. Baseline mean HbA1C was 8.98% (SD=1.87), BMI was 34.76 kg/cm (SD=6.94), age was 56 (SD=11.18) years and 76% were female. Reduction in glycemic index was positively associated with a reduction in logHbA1c (p=0.006), HDL:LDL ratio (p=0.037) and waist circumference (p=0.003) overtime, but not with fasting glucose, TC, LDL and HDL, TC:HDL ratio, body weight or BMI. No significant associations were found between glycemic load and any measures. Conclusion Results suggest that lowering glycemic index may have a positive effect on some markers of diabetes control, lipid profiles and anthropometrics among Latinos with type 2 diabetes, but not others. While statistically significant reductions in GI and GL were noted, the actual reduction was small. Thus, greater reduction in GI and GL may be needed for clinical significance and greater effect on metabolic outcomes. Future research should target populations with higher baseline GI and GL.

This research uses computational grounded theory to explore the human capital formation and stay/return migration experiences of well-educated Mong adults living in various rural/semi-rural Northern California localities within Butte, Yuba, and Sutter Counties. Rural vitality is dependent on the return of these well-educated rural-raised adults. Out-migration of rurality’s best and brightest contributes towards a brain drain and the hallowing out of rurality’s human capital. Findings of this research is conveyed using two research articles examining two different points on the continuum of rural vitality. The first article examines 19 Mong adults’ educational experiences within their rural communities and college education. The second article examines the experiences and factors for the same Mong adults to stay or return. The seven emerging themes describe Mong students’ social capital within their communities towards educational attainment and place affinity.