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Despite the low numbers of Black/African American scholars serving as full professors in U.S. colleges and universities, the techniques they used to circumvent systematic and structural academic barriers provide helpful tips that younger Black/African American scholars could employ when writing and publishing their research findings. However, additional research is needed to further unearth differences, and/or expectations, based on numerous variables, which includes but not limited to: (a) academic rank, (b) funded research,

We report impact data on faculty (N ¼ 454) working in 30 of Canada's accredited social work programs during 2016. Method: Using the Publish or Perish website, faculty member's h and g indices, and their most frequently cited articles published in the last decade were analyzed both individually and by school. Findings: (a) computed h scores were R a 0.8-11.9, M ¼ 4.4 and g scores were R a 1.3-21.3, M ¼ 7.7; (b) the top-ranked citation impact for programs were the University of Toronto, Dalhousie University, and the University of British Columbia; (c) larger programs had significantly higher citation impact for both h and g scores than smaller programs; (d) 17 (27%) of these authors had 10-year citation counts ranging from 176 to 666; and (e) their topics related to children/youth/adolescents (35%) and health care (35%). Discussion: Based on our work in this area, we offer some constructive recommendations to Canadian social work programs and faculty.

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This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N ¼ 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of which had 2-3 subcategories. These included (1) mentorship, (2) collaboration, (3) time, and (4) strategic planning. The data revealed that of these identified themes, mentorship was the most prominent, and collaboration, although important, was the least. Implications: The noted experiences and strategies highlighted in this study could be of great utility for those seeking to enhance their scholarly productivity and impact, particularly for (a) junior faculty, (b) African American faculty, and (c) doctoral student researchers and candidates.

In the United States, racial/ethnic and sexual youth and young adults (YYA) of color are disproportionately affected by HIV. Subsequently, YYA experience HIV stigma and engage in increased risk behaviors and reduced HIV testing. HIV communication has been identified as a potential buffer to HIV stigma, resulting in health-seeking behaviors, such as HIV testing. In this study, we respond to a meaningful gap in the literature by examining different types of HIV communication and their impact on HIV stigma and HIV testing in a diverse sample of YYA. We analyzed secondary data from the Kaiser Family Foundation National Survey of Teens and Young Adults on HIV/AIDS. A 40-question, web-based survey was conducted with 1437 youth (ages 15–24). Recruitment included a dual sampling method from households with: (1) listed phone numbers, (2) unlisted phone numbers, (3) telephones, (4) no telephone, and (5) only cell phone access. The purpose of the survey was to establish participants’ HIV knowledge, communication, experiences, and testing behaviors. Findings suggested an association between intimate-partner HIV communication, increased HIV testing, and reduced HIV stigma. We also identified differentials in HIV testing and stigma based on gender, income, age, and sexual minority status, explained by HIV communication. Further research is needed that examines ways to use intimate-partner HIV communication to reduce stigma and increase HIV testing among YYA of different sociodemographic characteristics and sexual orientations.

This exploratory study examined the impact of Heroes Circle, a martial arts-based curriculum on stress, emotional, and behavioral problems in elementary school children. While students completed classroom surveys at baseline, post-curriculum surveys were collected from teachers, students, and parents/guardians 2 and 5 months after COVID-19-related school shutdowns. Satisfaction with the curriculum was high among those who received the intervention. Children reported increased mindfulness and decreased stress over the school year. Most children (77%) were still using the program's techniques and reporting benefits 5 months later, including lower internalizing symptoms and COVID-19-related fears. These patterns were not observed at the control school.