Search results

Black sexual and gender minorities (SGM) are at greater risk for HIV compared to their White, cisgender, heterosexual counterparts. Linkage to culturally sensitive health care is, therefore, pivotal for HIV prevention and treatment of Black SGM. Unfortunately, social and structural challenges undermine Black SGM individuals' abilities to obtain adequate health care services, indicating a need to understand Black SGM perceptions of health care. To address this gap, we interviewed Black men who have sex with men and transwomen about their experiences with health care providers. Participants discussed needs and concerns, including provider SGM identity diversity and education; assumptions, judgment, stigma, and discrimination; and ability to establish a personal bond, trust, and familiarity. Black SGM indicated that providers often did not meet their needs in different ways regarding their SGM identities. Findings suggest a need for provider cultural sensitivity education programs that address the needs of Black SGM in health care.

Amazon's Alexa platform depresses a favored baby name

2018 Conference

Aging Alone?: Family Network Structures and Cross-National Friendship Patterns

University of Maryland Tier One grant funds research

The developmental origins of disparities in common mental disorders

Exploring the Recent Decline in U.S. Fertility Rates

"Come, we try" - A qualitative study of changing marital practices in low-income settings in Eastern Africa and the implications for maternal and child health

Completeness of Abortion Reporting in Three National Surveys in the United States

We advance current knowledge of school punishment by examining (1) the prevalence of exclusionary discipline in elementary school, (2) racial disparities in exclusionary discipline in elementary school, and (3) the association between exclusionary discipline and aggressive behavior in elementary school. Using child and parent reports from the Fragile Families Study, we estimate that more than one in ten children born between 1998 and 2000 in large US cities were suspended or expelled by age nine, when most were in third grade. We also find extreme racial disparity; about 40 percent of non-Hispanic black boys were suspended or expelled, compared to 8 percent of non-Hispanic white or other-race boys. Disparities are largely due to differences in children’s school and home environments rather than to behavior problems. Next, consistent with social stress and strain theories, we find suspension or expulsion associated with increased aggressive behavior in elementary school. This association does not vary by race but is robust to a rich set of covariates, within-individual fixed effects, and matching methods. In conjunction with what we find for racial disparities, our results imply that school discipline policies relying heavily on exclusionary punishment may be fostering childhood inequality.