Citrus College

Diabetes is a chronic inflammatory disease due to decreased insulin release or insulin resistance. Diabetes complications stem from high blood sugar damaging blood vessels and nerves, leading to issues like heart disease, stroke, kidney failure, nerve damage, vision loss, foot ulcers, gum disease, skin infections, and digestive/bladder issues. Galectins, especially galectin-3, are emerging as key players in diabetes complications, promoting fibrosis, inflammation, and vascular damage. This suggests that galectins may be potential therapeutic targets in diabetes and its complications, and a need to understand their role and therapeutic potential. The objective of this review is to synthesize current evidence on galectin biology in diabetes mellitus (mainly on type II diabetes) and DFUs, delineate their mechanistic roles in metabolic dysfunction and wound healing, summarize findings from human and preclinical studies, and evaluate emerging diagnostic and therapeutic strategies. Finally, this review highlights key gaps that must be addressed to advance clinical translation. The literature search suggests that galectins play a critical role in the pathogenesis of diabetes and related complications and may be potential therapeutic targets.

Psoriasis and atopic dermatitis are prevalent skin conditions affecting many children, each driven by distinct immunological pathways. Psoriasis is characterized by the activation of the Th17/IL-17/IL-23 axis, leading to rapid skin cell proliferation and the formation of thick, scaly plaques. In contrast, atopic dermatitis is primarily driven by the Th2/IL-4/IL-13 pathway, resulting in intense itching and disruption of the skin's protective barrier. The overlapping symptoms and atypical presentations of these conditions in children often complicate diagnosis and treatment. This article explores the underlying mechanisms, clinical manifestations, diagnostic approaches, and treatment options for pediatric psoriasis and atopic dermatitis. Emphasizing the need for individualized treatment plans and continuous monitoring, we highlight the complexities of managing these conditions in children. While a clinical diagnosis remains the most common approach, the more definitive method-biopsy-comes with significant risks. These include psychological trauma, bleeding, infection, and scarring, all of which can be particularly distressing for young patients. We identify a critical gap in current pediatric dermatology practices. Addressing this gap could lead to more accurate diagnoses, improved disease management, enhanced patient education, and better psychosocial outcomes for children suffering from psoriasis and atopic dermatitis.

The transition to kindergarten marks a significant milestone in the lives of families as their child takes their first step into the formal schooling environment. This exploratory case study examined challenges and opportunities among non-immigrant and immigrant families during the transition. The findings showed that non-immigrant and immigrant families encountered unique challenges and employed distinct strategies at the school, home, and community levels. In school, non-immigrant families proactively engaged with schools to navigate the kindergarten registration process, while immigrant families struggled with unfamiliarity with the U.S. education system and documentation requirements. The lack of communication with teachers was prevalent for both groups; while some non-immigrant families initiated conversations, immigrant families faced language and cultural barriers. Although time constraints were universal at home, both groups emphasized the importance of parental involvement. Non-immigrant families often relied on extended family support, whereas immigrant families depended on immediate family. Limited English proficiency presented extra challenges for the language development of children in immigrant families, as they sought supplementary educational resources within their social networks. At the community level, non-immigrant parents were aware of resources, but immigrant families faced obstacles due to inadequate community support for their children's transition.

At present, California community colleges serve a large proportion of Black students, but these students are not adequately supported to reach their educational goals (The Campaign for College Opportunity, 2019; National Student Clearinghouse Research Center, 2022; Cross & Carman, 2022 Simpson, J., & Bista, K., 2021). Extensive research documents the importance of culturally engaging campuses and student sense of belonging to academic success (Museus, 2014; Museus et al., 2017; Harper et al., 2009; Strayhorn et al., 2010; Sanders, 2016; Tichavakunda, 2020). A puzzle remains in understanding why these aspects of campus support may be falling short for Black students. I hypothesize that Black Identity Development is a crucial mediator in authentically engaging and supporting students to reach their educational goals. My research aims to explore on how elements of the Culturally Engaging Campus Environment Model (Museus et., 2017) support Cross’ (1994) Black student identity development to enhance and ultimately encourage a stronger sense of belonging for Black students enrolled in Southern California community colleges. This is a particularly important perspective, as it is essential that culturally engaging campuses are centered on honoring and affirming Black identity to authentically develop sense of belonging, rather than encouraging students to deny their Black identity in favor of assimilation (Harper and Quaye, 2007). To do this I developed an exploratory mixed methods study that contains three research questions to investigate how these concepts impact the Black student community college experience. I present a literature review that focuses the history of Black students in the American education system; sense of belonging; and the complexity of Black identity in higher education. This literature review contextualizes how and why the education systems are structured the way they are today, as a function of the historical context of the disproportionate and policies that were designed to marginalize the Black community. From the literature, I propose a conceptual framework that encompassed the nine elements of the Culturally Engaging Campus Environment Model (Museus et al. 2017) to assess which elements Black students interact with on their campuses. Following this, are the stages of the Black Identity Model, (Cross, 1994; Ritchey, 2014) to discern how the elements of the Culturally Engaging Campus Environment Model influences Black identity development to ultimately contribute to sense of belonging. To test my hypothesis, I collected survey (n=51) and interview data (n=10). I utilize descriptive statistics, correlation, and simple linear regression of survey data alongside thematic analysis of interview data to understand the experience and perspectives of Black community college students. I find that Black students are looking to connect with their community college campuses through aspects that affirm and support their black identity. Examples of these aspects are cultural familiarity and culturally validating environments (Museus et al. 2017) to contribute to their sense of belonging. Described by students, I also find that there are three enabling elements that contribute to Black students’ sense of belonging as well as three constraining elements that hinder students from connecting to their campus. Findings from this study align with the testaments of other scholars; however, this study highlights that incorporating identity development through the Culturally Engaging Campus Environment Model is impactful for Black students’ sense of belonging. My findings demonstrate that there is still work to be done in this space as students reported they experience systemic racism through microaggressions and stereotypes at the hand of campus employees and students. I provide recommendations for Administrators, faculty and student affairs professionals, and students. At the Administrator level, I provide three recommendations: culturally competent representation, an accountability policy, and a SWOT analysis. For professionals, I give four recommendations: creating a more welcoming and sustaining environment, advocating against microaggressions and stereotypes, diverse hiring practices, and reconsidering curriculum. For students I offer two recommendations: create social connection on campus and building your Black professional network. Ultimately, the ability to connect with the campus through cultural representation is a large facilitator to sense of belonging for Black students. Participants in this student brought forth enabling and constraining elements that contribute to Black student sense of belonging.

This study examines Chinese immigrant parents’ educational involvement beliefs and practices during their children’s transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English proficiency and inadequate knowledge of the American educational system are barriers to parental involvement. Specifically, although parents acknowledged the importance of family-school partnerships, they were not confident interacting with teachers or local parents. Parents expressed concerns that their limited English skills would adversely impact their children’s academic and mental development. Additionally, parents explained reasons for having high educational expectations for their children, given the unequal educational opportunities for immigrant students. Second, Chinese immigrant parents endeavored to understand the American educational system, and they adjusted their beliefs and practices by comparing American and Chinese schools and volunteering in the school. Third, Chinese immigrant parents navigated ethnic resources by building a collaborative ethnic community and creating parent support groups on social media. This study highlights that although immigrant background restricted Chinese immigrant parents’ educational involvement, they were keenly aware of the importance of parental involvement in supporting their children’s kindergarten transition and actively adjusted their educational involvement beliefs and practices.