The primary goals of food assistance programs are to alleviate child hunger and reduce food insecurity; if successful, such programs may have the added benefit of improving child academic outcomes (e.g., test scores, attendance, behavioral outcomes). Some U.S. government programs serve children in the home, such as the Supplemental Nutritional Assistance Program (SNAP), others serve them at school, such as the National School Lunch Program (NSLP) and School Breakfast Program (SBP), and still others fall in-between, such as the Summer Food Service Program (SFSP) and the Child and Adult Care Food Program (CACFP). Most empirical research seeking to identify the causal effect of such programs on child academic outcomes addresses the endogeneity of program participation with a reduced form, intent-to-treat approach. Specifically, such studies estimate the effect of a program’s availability, timing, or other specific feature on the academic outcomes of all potentially affected children. While findings of individual studies and interventions are mixed, some general conclusions emerge. First, increasing the availability of these programs typically has beneficial effects on relatively contemporaneous academic and behavioral outcomes. The magnitudes are modest but still likely pass cost-benefit criteria, even ignoring the fact that the primary objective of such programs is alleviating hunger, not improving academic outcomes. Less is known about the dynamics of the effects, for example, whether such effects are temporary boosts that dissipate or instead accumulate and grow over time. Likewise, the effects of recent innovations to these programs, such as breakfast in the classroom or increases in SNAP benefits to compensate for reduced time in school during the pandemic, yield less clear conclusions (the former) and/or have not been studied (the latter). Finally, many smaller programs that likely target the neediest children remain under- or un-examined. Unstudied government-provided programs include SFSP and CACFP. There are also a growing number of understudied programs provided primarily by charitable organizations. Emerging evidence suggests that one such program, Weekend Feeding or “Backpack” programs, confers substantial benefits. There, too, more work needs to be done, both to confirm these early findings and to explore recent innovations such as providing food pantries or “Kids’ Cafés” on school grounds. Especially in light of the uncertain fate of many pandemic-related program expansions and innovations, current empirical evidence establishes that the additional, beneficial spillover effects to academic outcomes—beyond the primary objective of alleviating food insecurity—deserve to be considered as well.
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Michael D. Kurtz, Karen Smith Conway, and Robert D. Mohr
Since its debut in the 1920s, African American radio has remained a permanent fixture in American popular culture. In the early years of radio, networks began to broadcast limited radio programming dedicated to showcasing “black” characters. Although these broadcasts were partially geared toward the black community, almost all of the featured performers were white actors who caricatured black culture and African American speech. In response to the negative black imagery presented in early radio, African American broadcasters sought to counter this problematic representation with programming produced and performed by black entertainers, who evoked cultural pride for the black community. The black community’s commitment to positively transforming African American presence in radio, led to a continuous evolution of this important medium. Such an evolution included the presentation and celebration of black entertainment though music and talk radio, the rise of “black-appeal” radio stations, which supported causes related to African American civil rights and cultural pride, the exposure of African American music to interracial audiences, and the emergence of African American disc jockeys as cultural heroes and community leaders. Significantly, African American radio’s transformation produced an increase in black female broadcasters and African American radio station owners.
The Afro-Brazilians of West Africa refers to a community of people that was born in the 18th century and matured the 19th century in the course of trade exchanges between Brazil and West Africa. This is not a racial group but one united by a mixture of racial, commercial, cultural, and familial ties with a range of African, European, and American ancestries. The original foundation of the community emerged through the shipment of enslaved West Africans to Brazilian plantations. Upon liberation, many of these men and women, wanting to avoid a life of bondage and racial discrimination in the Americas, returned home to Africa. Others too old to leave Brazil or unwilling to abandon their American families and investments sent their Brazilian-born children back to Africa to see long-lost families and for business and education. There were also those descended from Brazilian traders who made Africa their home, sometimes marrying African wives, as well as their descendants and associates, free and unfree. Whether born in Africa or the Americas and regardless of color, the presence of Afro-Brazilians on both sides of the Atlantic necessitated intercontinental travels and exchanges and the birth of a transoceanic community. The history of Afro-Brazilians in West Africa has been a long and widely studied subject with a focus on its political and cultural contributions to the subregion.
Rhonda Jeffries and Toni Williams
The trajectory of African American teachers is traced from the establishment of Africans as educators in the United States to their current work as community agents of change. The historical access of education for African Americans is explored, leading to the creation of the role of Black educator for Black people. Significant trailblazers in the profession are highlighted as trendsetters who disrupted concerted efforts to withhold education from Black people, and descendants of this work continued the fight throughout the desegregation era to the present are also discussed. Gendered constructs of African American educators are examined in relationship to cultural norms that have shaped the profession, concluding with a review of the implications of this professional role for Black people and the Black community.
Lauren Frances Turek
The category of “evangelical” is a broad one, encompassing a range of different Christian denominations, nondenominational groups, and subcultures. Evangelicalism in the United States has evolved considerably over time and varies greatly by geographic region as well as by ethnicity and race. Although the evangelicals of the First Great Awakening in the 18th century have a genealogical connection with the neo-evangelicals of the post–World War II years and the Pentecostals preaching out of strip mall churches in urban and suburban areas of the United States in the early 21st century, much has changed in terms of evangelical practices, demographics, and even beliefs over the intervening centuries. This diversity and evolution notwithstanding, evangelicals share a basic faith in Biblical authority, a conversion or “born-again” experience, and a commitment to evangelism according to sociologist Mark Shibley. The latter commitment, which derives from Jesus Christ’s Great Commission to his followers in Matthew 28:19 to “make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit,” has long spurred evangelicals to undertake missionary work throughout the world. The first evangelical missionaries arrived in Guatemala in the 19th century, and since then, the country has seen a steady influx of evangelists of all stripes. While some US missionaries worked in Guatemala on a short-term basis, many resided there for extended periods of time—decades in some cases—planting churches, building schools and medical facilities, and providing aid to alleviate suffering brought on by natural disasters or poverty. Evangelical missionaries also forged close relationships with some Guatemalan leaders, at times involving themselves in local and national politics and interacting with diplomatic officials and intelligence agents from the United States. The relationship between US evangelicals and General José Efraín Ríos Montt, a right-wing evangelical dictator who came to power in 1982 and oversaw a brutal genocide against the Indigenous Maya, has attracted particular attention. The evangelical presence in the country contributed to a dramatic shift in Guatemala’s religious demographics. In the 19th century, the country was (at least nominally) almost exclusively Catholic, though many Guatemalans also continued to practice indigenous faith traditions. As of 2019, Guatemalan Protestants, most of whom are evangelicals, made up approximately 35 to 42 percent of the population according to estimates from the Pew Research Center and the United States Department of State Bureau of Democracy, Human Rights, and Labor. The ongoing relationship between US evangelicals, their counterparts in Guatemala, and Guatemalan leaders has influenced Guatemalan politics as well as relations with the United States into the present day.
The Maldives is one of four Muslim majority countries in South Asia. The contemporary Islamic Republic of the Maldives frames itself as a “100 percent Muslim nation.” The state religion is Islam, all 380,000 citizens are Muslims by law, and the practice of other religions is prohibited. Ever since the first Muslim exposure, probably in the 10th century, Islam has gradually evolved into a sociocultural configuration that affects most domains of archipelagic society and culture. It shapes foreign relations, informs legislation, and influences arts and architecture, as well as language and scripture. Scholarship of Islam and Islamization in the Maldives acknowledges the historical trajectories of the appropriation of Islam as well as its contemporary relevance in Maldivian identity and state politics.
Isabela Seong Leong Quintana
Though relatively little is known about them when compared with their adult counterparts, the experiences of Chinese American youth and Mexican American youth in Los Angeles were significantly shaped by living in the developing urban city. More independently as they became older, these ethnic youth navigated social structures that informed the racial, gendered, and class orderings of the city. As both Asian American and Mexican American adult populations in the Los Angeles area boomed before World War II, so did their youth populations, reflecting wars, changes in immigration law and policy, and the steady growth of the region’s railroad, manufacturing, and agriculture industries. With lives intimately tied to adults’ lives, both Asian American youth and Mexican American youth were a mix of recent arrivals from outside the United States and individuals who were born within its national borders. Their presences overlapped with those of their parents and other adults, in both private and public spaces where paid and unpaid labor took place. In ways that reflect the cultures of their respective communities of the era, young people utilized city spaces in different ways as they attended school, worked, socialized, and participated in community events and activities. Excluded from white-only institutions and social organizations, Asian American and Mexican American youth formed their own respective organizations and clubs. They brought dynamic life to Angeleno spaces as they navigated social and community expectations along with rapidly changing cultural and consumer trends.
Valire C. Copeland and Betty Braxter
The upward trend in the number of Black maternal deaths between 2005 and 2020 warrants an in-depth assessment of risk factors associated with the increased maternal mortality rate in the United States for this subgroup population. The risk factors are multifactorial and, in part, have been organized into several categories: demographics, social determinants of health (SDOH), medical conditions, and the quality-of-care interventions by health systems providers. In addition, the overall trends, causes, and solutions to decrease maternal mortality current rates reflect the social inequities in our society. Black maternal deaths have been rising in recent years due to complex causes which stem from structural and systemic health inequities. In part, unvaccinated pregnant women were at greater risk of severe illness and hospitalization and even death if they were diagnosed with COVID-19. While Black Americans were disproportionately impacted by the pandemic, the disparities in maternal mortality predate and extend beyond the pandemic. In part, and together, the leading causes of pregnancy-related deaths include cardiovascular disease, other medical conditions and infections, cardiomyopathy, blood clots in the lung hypertensive disorders related to pregnancy, adverse pregnancy outcomes, racial bias of providers, and perceived racial discrimination from patients. In addition, an overview of nonmedical factors referred to as SDOH, which intersect with health status outcomes, will be discussed. An overview of Black women’s maternal mortality and morbidity, factors contributing to poor maternal health status outcomes, and intervention strategies at the provider, health systems, and policy levels are provided. Social workers in health care systems function as health care providers and clinicians. Therefore, contributing medical and nonmedical issues are factors to consider for a holistic perspective during engagement, assessment, and intervention. The terms Black women and Black birthing persons are used interchangeably.
Faye Mishna and Cheryl Regehr
Marion Bogo (1942–2021), Professor in the Factor-Inwentash Faculty of Social Work at the University of Toronto, was a preeminent Canadian scholar and world-renowned expert who transformed social work education and practice in Canada and across the globe. Over a 4-decade-long career, Bogo instituted major innovations in social work practice education including developing a holistic model of competence and cutting-edge simulation-based educational practices. Bogo had a profound influence on preparing generations of social workers and educators.