While emerging research illuminates how youth engage with digital media, relatively little attention has been given to moral and ethical issues. Drawing on interviews with 61 teens and young adults, we explored the extent to which youth’s approaches to online life include moral or ethical considerations. We report the prevalence of three ways of thinking about use of social networks, massive multiplayer games, Wikipedia, and downloading. We found that individualistic thinking (focusing on consequences for oneself) dominated participants’ thinking; moral thinking (considering known others) was somewhat prevalent; and ethical thinking (acknowledging unknown others and communities) was least prevalent. We explore the targets and triggers of these approaches to online life, discuss ethical lapses observed, and consider theoretical and practical implications.

Here we advance the concept of legal–spatial consciousness—an individual's awareness of how law and space are mutually formed and influential on their lives. Through this concept, we explore how undocumented youth in a variety of American destinations understand and experience migrant illegality. By examining how immigration law and local places are imbricated, we demonstrate how immigrant illegality is defined not only by a patchwork of municipal, state, and federal laws, but also by how undocumented people move through these differently legal spaces in their everyday lives. Illegality is thus continually reproduced through individuals’ im/mobility through space.

Excluded from public financial aid because of their immigration status, undocumented youth in the United States frequently depend on private schools’ merit‐based financial aid. This aid, which operates according to a neoliberal logic, provides them with a critical pathway to tertiary education and potentially to institutional and national inclusion. Yet this private‐sector inclusion ultimately harms their sense of public belonging, as shown by the experiences of undocumented Latino youth in Nashville, Tennessee. Students who do not meet the schools’ high standards cannot access either institutional or civic inclusion; those who can meet the standards experience inclusion as contingent on continued excellence. Their experiences reveal the critical role that private institutions play in mediating undocumented people's national inclusion and how neoliberal merit restricts the terms of this inclusion. [undocumented migrants, inclusion, exclusion, higher education, neoliberalism, bureaucratic documents, United States]

Older sisters in Latino, immigrant-origin families in the United States bear significant caretaking responsibilities for their siblings, especially regarding their siblings’ educations. Young women in Nashville, Tennessee, frame their same-generation caretaking commitments and educational expectations for their siblings in intergenerational terms—what I term the descendant bargain. This intergenerational framing reveals how elder sisters position their siblingship—and their educational carework—as vital to forging socioeconomic mobility and kinship obligations, labor often understood as the domain of parents. Youthful siblings’ educational carework is a critical kinship practice that demonstrates the central role of youth in making kinship and remaking genealogical generation in immigrant families.

rare diseases, orphan drugs, medical students, physicians, knowledge Rare diseases (RDs) affect up to 8% of the world's population, and unfortunately, health professionals have a low level of knowledge regarding the impacts of RDs on the social, psychological, and economic spheres of the patients and their families; hence, RD management is inadequate, consistently empirical, and precarious. The objective of this study was to determine the knowledge level of the medical students from a non-state university and physicians from Lima, Peru of RDs through a virtual survey for an analytical cross-sectional study. A total of 338 medical students and 382 physicians were surveyed. Results showed that several of the respondents (68.1% of students and 48.7% of physicians) had heard of the term "rare disease", but only a few stated that they had received any kind of training specific to it. Of the physicians, 46.6% considered that there should be a course about RDs in medical curricula, and more than 60% considered RDs a public health problem. Most respondents prioritized the planning of a higher budget for common diseases and believe it is convenient to allocate a specific fund for RDs. More than half of the participants had a very poor knowledge level. Due to students and physicians' low level of general knowledge of RDs, it is important to raise awareness and improve their education about these pathologies because this will have beneficial effects for RD patient care.

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This article examines how time creates immigrant il/legality. It centers on a young, undocumented immigrant who was stopped by police following a traffic violation and held in custody pending potential deportation. However, he was ultimately released due to previously filed legal claims. Through the case, I demonstrate how he, his lawyer, the police, and his everyday contacts advance or attempt to thwart his claims to legality through advancing different, and often moralized, notions of time. Specifically, I show how these actors tie legality to specific points in time, or periods of time, including age. A temporal focus reveals the flexibility of il/legality and how non-state actors-including undocumented immigrants themselves-wrest control over their lives and participate in defining the legal. The limits of temporal control, evidenced in the arbitrary nature of timing itself, also demonstrate the ultimate serendipity of legality.

This article examines how three Nashville educational support professionals' conceptions of empowerment map onto their civic expectations for their Latino/a students and themselves. It argues that these expectations are inversely related, with students standing as surrogates for professionals' civic selves or professionals acting as civic surrogates for students. The article shows how professionals' civic identities are formed in relation to their students and the classrooms where they work-complicating models of empowerment, citizenship, and out-of-school settings. [community workers, nonprofits, new Latino diaspora, citizenship]As we hid out in the Jackson Hills Elementary School library, enjoying a quiet soda while waiting for the mayhem of the fall open house to begin, Raquel Sandoval-the school's Latino Family Coordinator-recounted how she hijacked a ten-minute presentation on Latino culture.