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Despite increases in representation, Black students still struggle to feel like they belong on their college campuses, which negatively impacts their retention, mental health, and academic success. Although previous studies have shown how a lowered sense of belonging negatively affects Black students, most of this research has centered on Black students attending predominately white institutions (PWIs), thereby offering little information on the nature and consequences of a lowered sense of belonging for Black students attending different types of institutions, like minority serving institutions (MSIs). Accordingly, the current phenomenological study explored and compared the factors contributing to Black students’ perceptions of belonging at two institutions, one PWI and one MSI. A secondary aim of the study was to explore the relevance of these factors for Black students based on additional demographics, particularly students’ gender and field of study. To achieve these aims, the study drew upon an archival dataset of one-on-one interviews conducted with 48 Black college students (70.8% women) between 18 and 23 years old (Mage = 20.09; SD = 1.25). These data were submitted to thematic analysis and interpreted using a critical race psychology lens. Findings revealed three themes representing: (a) representation matters, (b) safe spaces for Black students, and (c) administrative response to Black people and spaces. Findings derived from the current investigation have the potential to advance our understanding of how to foster belonging for Black students across institution types.

Numerous studies have focused on the effectiveness of community health worker (CHW) programs in producing positive health behaviors and health outcomes for the clients CHWs serve; however, there has been a gap in the literature regarding how the health of HIV + CHWs is impacted by their jobs. A phenomenological design was used to gain insight into the lived experiences of HIV+ CHWs (HIVCHW) who provided services to HIV positive clients. Fifteen HIVCHW were recruited using criteria and snowball techniques. Data were collected via audio recorded personal interviews regarding respondents' perceptions of their work and how it impacted their own health and wellbeing. The data were organized by hand creating charts with pen and paper. Lazarus's theory of stress and coping was used to understand the data and aided in the analysis. The key findings indicated that while the majority of participants had an overall positive perception of the experience of being HIVCHWs, they also indicated that being a CHW impacted their health and well-being. Stress and stressful situations were among the impacts most often referenced by the study participants. The study is socially significant because it may offer the workforce of HIVCHWs empowerment to self-advocate for tools such as stress and time management training and mentors to support healthy work-life balance. In addition, this study may help to prevent or reduce rates of adverse health outcomes such as pain and burnout that HIVCHWs reported experiencing.

Background: Latina/o/x students who persist to college are likely to enter through community college (Contreras & Contreras, 2018) and until the enactment of California Assembly Bill 705, would have been susceptible to placement in developmental education courses (Rodriguez, Cuellar Mejia, & Johnson, 2018). The implementation of AB 705 shifted the requirements for new student placement in all 115 California Community Colleges. With compliance mandated by Fall 2019, the law required colleges to "maximize the probability" that entering students enroll and complete transfer-level English or mathematics within a one-year timeframe and within a three-year timeframe for students enrolled in English as a Second Language courses (A. B. 705, 2017, para. 2). Purpose: This study examined organizational changes related to developmental education reform, AB 705, at a Hispanic Serving Community College. Methodology: This instrumental case study, at a Hispanic Serving Community College, employed various data collection methods including semi-structured interviews, document collection and analysis, physical artifact collection, and observations. Primarily, the enquiry focused on learning from eleven participants (faculty, staff, and administration) who were strategically involved in reform efforts. Conclusions: The findings identified structural and procedural changes to the placement process as well as existing supplemental supports and curriculum at the research site. Barriers and supports for faculty, staff, and administration influenced the change process and the perceived implications for equitable student outcomes of students. As all community colleges throughout the state are required to comply with AB 705, this study may be of interest to those invested in similar change processes.

<p>Actor-observer bias är tendensen där människan som aktörer tillskriver sitt beteende till yttre omständigheter medan observatörer tenderar till att tillskriva aktörens beteende till personliga faktorer. Syftet med denna studie var att få en klarare bild av hur människor i sin roll som aktör eller observatör attribuerar ett riskabelt bilkörningsbeteende. Deltagarna bestod av 101 svenska studenter från en högskola i Mellansverige varav 77 stycken var kvinnor och 24 stycken var män. Deltagarna fick svara på en enkät angående actor-observer bias och riskfullt bilkörningsbeteende. Resultaten visade att andras beteende förklaras mer av personliga egenskaper än då personen själv kör riskfullt medan yttre omständigheter inte gav skillnad för vare sig andra eller en själv. Betydelsen av detta och implikationer för framtida forskning diskuterades.</p>

Actor-observer bias är tendensen där människan som aktörer tillskriver sitt beteende till yttre omständigheter medan observatörer tenderar till att tillskriva aktörens beteende till personliga faktorer. Syftet med denna studie var att få en klarare bild av hur människor i sin roll som aktör eller observatör attribuerar ett riskabelt bilkörningsbeteende. Deltagarna bestod av 101 svenska studenter från en högskola i Mellansverige varav 77 stycken var kvinnor och 24 stycken var män. Deltagarna fick svara på en enkät angående actor-observer bias och riskfullt bilkörningsbeteende. Resultaten visade att andras beteende förklaras mer av personliga egenskaper än då personen själv kör riskfullt medan yttre omständigheter inte gav skillnad för vare sig andra eller en själv. Betydelsen av detta och implikationer för framtida forskning diskuterades.