The 2022 Supreme Court Dobbs v. Jackson Women’s Health Organization decision, which overturned a nationwide precedent set in 1973 by Roe v. Wade, reshaped abortion policy and maternal health care practice in the United States. The potential maternal and infant health implications associated therewith remains unknown. The present study examines whether restrictive abortion policies in the period after the Dobbs decision altered infant mortality, pre-term birth, and low birth weight rates across the United States. State policy level was characterized by gestational abortion limits: Protected (fetal viability or no ban), Restrictive (7 week to 22 week restriction), or Highly Restrictive (total ban to 6 week restriction). Pre-Dobbs (2018-2021) and post-Dobbs (2022-2023) trends across states were analyzed using a difference-in-difference Poisson regression model. A statistically significant 3.4% increase in infant mortality rates was observed in Highly Restrictive states in the post-Dobbs period compared with Protected states. A 0.33-point greater increase in pre-term birth rates in Restrictive states post-Dobbs relative to Protected states was also observed. Race-stratified analysis showed a significant increase in pre-term birth rates in individuals in more than one race group. Thus, the present study is suggestive of worsening infant and maternal health trajectories associated with highly restrictive abortion policy environments, underscoring the need for additional post-Dobbs health analyses.

In recent years, more undocumented students have been able to attend college due to state and federal policies that expanded access. Legislation including Assembly Bill 540 and the Deferred Action for Childhood Arrivals (DACA) provide incomplete protections for undocumented young people. This research paper investigates the transition campus-based support to navigating professional spaces post-graduation for undocumented students and alumni. We are attempting to identify the areas where undocumented graduates are suffering professionally because they are not given chances, are falling through bureaucratic cracks, or lack the confidence or sense of safety to pursue various opportunities. In our analysis, we will attempt to identify where liberal systemic protections offered by the university begin to fail and enable the perpetuation of structural barriers in the professional realm. This paper presents a qualitative research design based on semi-structured interviews. Results will be analyzed through the lenses of structural and epistemic violence to better understand what the oral histories and lived experiences of undocumented UCLA students and alumni are experiencing and have experienced.

Children diagnosed with Autism Spectrum Disorder and/or ADHD have common symptoms of attention issues and a lack of social communication skills that cause children to have a deficiency in their academic development. Proficiency levels in attention skills are strongly correlated with children's effective learning and socialization within a classroom setting. By conducting a literature review and participating in ethnographic research at the UCLA KidsConnect partial hospitalization program, the focus will be on answering the question: how do classroom set-ups in partial hospitalization programs condition ASD and ADHD children's attention skills to enhance learning and social skills? Through this study, a disability studies analysis of the medical model will be conducted over a 4-week period of participation in the role of a classroom shadow. The goal is to understand where distractions are located and how attention skills are taught to children in the program to be transferred over to their academic performance. The importance of this study is to provide detailed insight into partial-hospitalization programs for health administrators and parents, helping them understand the benefits and limitations of the classroom and focus interventions to assist in the children’s cognitive goals related to their attention function.

The human reference genome, a widely used open-access resource in human genetics, has promoted data sharing across various research studies. With the growth of genomic data comes challenges for data sharing and regulations. The FAIR principles (Findable, Accessible, Interoperable and Reusable) were developed to improve data accessibility and reproducibility for research studies. While FAIR principles provide a structure for data management, it overlooks justice considerations including the lack of community control over data usage. In response, the CARE (Collective Benefit, Authority to Control, Responsibility, and Ethics) principles emphasize community involvement in data management and recognizes the historical lack of data sovereignty for Indigenous and marginalized communities. CARE principles are designed to complement FAIR principles by reinforcing inclusive data governance in research practices. Presently, there remains a gap in the widespread integration of FAIR/CARE principles in genomics research. The goal of this study is to examine historical and current applications of FAIR and CARE principles in order to identify barriers to the application of these principles in the genomics field. To accomplish this, we are conducting a rapid literature review to evaluate peer-reviewed literature associated with the FAIR/CARE principles. Ultimately, this literature review aims to support FAIR/CARE principles in human genomics research to encourage equitable, community-centered genomic data practices.

Promotoras are a historically successful model that uses community and culture-based solutions to respond to this social issue and build trust. Promotora practices developed informally through cultural traditions of reciprocity and collective responsibility in Latin American communities as a grassroots and community-based approach to advocacy. At the heart of the promotora framework is relational ethics, mutual trust, and enhancing relationships with community members. Their work reflects a moral practice of listening, reciprocity, and respect for participants’ goals and knowledge. Rather than relying on “expert” or outside knowledge, the promotoras often engage in culturally relevant conversation; conversational dialogue-based exchanges that prioritize trust building and mutual learning. Through extensive research and qualitative data gathering, we would like to achieve a better understanding of the values of promotoras to strengthen the implementation of the promotora model in institutions that seek to serve these communities.