Injury is a leading cause of death globally, and organized trauma care systems have been shown to save lives. However, even though most injuries occur in low-and middle-income countries (LMICs), most trauma care research comes from high-income countries where systems have been implemented with few resource constraints. Little context-relevant guidance exists to help policy makers set priorities in LMICs, where resources are limited and where trauma care may be implemented in distinct ways. We have aimed to review the evidence on the impact of trauma care systems in LMICs through a systematic search of 11 databases. Reports were categorized by intervention and outcome type and summarized. Of 4,284 records retrieved, 71 reports from 32 countries met inclusion criteria. Training, prehospital systems, and overall system organization were the most commonly reported interventions. Quality-improvement, costing, rehabilitation, and legislation and governance were relatively neglected areas. Included reports may inform trauma care system planning in LMICs, and noted gaps may guide research and funding agendas.

Existing research finds that succeeding immigrant generations are at greater risk for mental health problems as well as higher levels of substance use. Previous studies have attempted to unpack the role of acculturation stress, discrimination, and other factors in these outcomes. Using data from a community-based sample of Miami-Dade County young adults, we use an empirically and theoretically precise measurement of generational status, allowing us to better understand the process of acculturation and adaptation experienced by each generation. Our results are consistent with theories on the relationship between exposure to social stress and substance use. We find that first-generation immigrants have less exposure to social stress and as a consequence are at a decreased risk for involvement in substance use compared to second-and third-generation immigrants, who report being exposed to higher levels of social stress and higher levels of substance use.

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Latina/o high school students face many challenges in school, and much current research on ethnicity and education likewise focuses on the downsides of being an ethnic minority in the U.S. educational system. Social scientists attribute the educational gaps associated with ethnic minority status to factors such as fewer family resources, discrimination, teacher-student mismatch, English learner status, and social isolation at school. This article shifts attention to the ways in which ethnic minority status can bolster educational attainment and highlights the significance of co-ethnic physical spaces or “enclaves” in majority white high schools. Data include 11 interviews with teachers and administrators at a public high school in the Southeast, supplemented with 100 hours of classroom participant observation and over 100 narratives written by students. Student perceptions are tapped through analysis of an open-ended essay writing exercise on what it means to be a Latina/o in the United States, completed by the Latina/o students enrolled in four Spanish language–only courses during three terms in 2013–2014. The observation, interview, and essay-based data indicate that Latino/a high school students benefit from school ethnic enclaves where they are free to draw on the support of co-ethnic peers and culturally flexible teachers. These themes emerge in the interviews with teachers and are supported by student comments in a writing exercise. School ethnic enclaves provide both academic and social support, help foster a positive ethnic self-image, and ultimately link ethnic minority status and heritage to success despite the significant—and more often studied—educational challenges faced by Latina/o high school students.