The current study underscores the need for examination of race differences in risk factors for suicide. It is also essential to examine variables that were unavailable in the National Mortality Followback Survey data set, particularly racism, perceived discrimination, and feelings of alienation from the dominant culture.
During young adulthood the suicide rate among Blacks rises dramatically and approaches that of the U.S. general population, requiring that prevention efforts include a focus on Black young adults. Although most research on suicidality among Blacks has focused on risk factors observed in the dominant culture, in this study the authors examined associations between perceived discrimination, racism, and acculturation with lifetime suicidal ideation (SI) and suicide attempt (SA) among Black young adults. Two hundred fifty Black or African American individuals aged 18-24 residing in a midsize northeastern city were recruited to participate through advertisements. Participants filled out self-report questionnaires. Logistic regressions were used to examine the association of each predictor with SI and SA. Greater perceived acculturation was associated with SI in univariate and multivariate models. There were no other statistically significant results concerning the predictors of interest. The link between perceived acculturation and SI is consistent with limited available data, indicating the need for further study including the potential mechanism(s) for the association. Limitations include the cross-sectional design and reliance on subjective measures.
PurposeTeacher research (inquiry) has been characterized as practice improvement, professional development and action research, among numerous names and descriptions. The purpose of this paper is to support the case that teacher research is also a form of quality improvement known as continuous process improvement (CPI).Design/methodology/approachThe paper outlines the underlying characteristics, processes and sub‐processes employed by teacher researchers. Next, the same approach is applied to the underlying characteristics, processes and sub‐processes of CPI. Lastly, an analysis is performed to identify parallels between teacher research methodology and the methodology employed in CPI to support the case that teacher research is a form of CPI.FindingsIt is believed that a defensible analytical case has been built that where teacher research is conducted, the teacher's practice and the education of the students is undergoing CPI.Practical implicationsSchools and school administrators searching for techniques to improve the learning that takes place in their school should strongly consider and support teacher research as an effective means of quality improvement.Originality/valueThe paper presents a different perspective and view of teacher research in the context of CPI, which was once considered the domain of businesses and corporations.
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