The current study examined the predictive ability of discrimination-related variables, coping mechanisms, and sociodemographic factors on the psychological distress level of Korean immigrants in the U.S. amid the COVID-19 pandemic. Korean immigrants (both foreign-born and U.S.-born) in the U.S. above the age of 18 were invited to participate in an online survey through purposive sampling. In order to verify the variables predicting the level of psychological distress on the final sample from 42 states (n = 790), the Artificial Neural Network (ANN) analysis, which is able to examine complex non-linear interactions among variables, was conducted. The most critical predicting variables in the neural network were a person’s resilience, experiences of everyday discrimination, and perception that racial discrimination toward Asians has increased in the U.S. since the beginning of the COVID-19 pandemic.

This study uses qualitative analysis of semi-structured interviews to explore the adjustment challenges encountered by international graduate students during their study at US universities, and the protective factors most associated with successful adjustment. Nine students from China, Korea, and Taiwan, attending a Midwestern university, participated in the study. Language barriers and discrimination were the primary challenges reported; the factors most associated with successful adjustment were personal perception, social support, strong mentoring relationships, religious belief, and use of campus services. Implications for providing effective assistance for international graduate students are discussed.

Although extensive research exists on toxic environments in the Tri-State Mining District (TSMD), there has been a lack of research on how harmful effects in TSMD could affect residents living in those areas. However, quite recently, such research regarding relationships between the health conditions of residents and toxic elements in the TSMD began to grow. The increase of empirical studies means greater complexity of the findings that require a more intricate understanding. To meet the goals of this study, an extensive, systematic review of the literature using PRISMA was conducted. This method resulted in 19 articles that define the harmful effects of the TSMD on the ecology and the physical health of residents. This research found that toxic metals not only negatively impact natural processes in the TSMD environments (fish species reduction, kidney and liver problems, and toxic diet) but also continuously affect the health of residents (high blood Pb and mortality).This study makes a vital contribution building upon the existing outcomes of the correlations between toxic elements in the TSMD areas and the health of residents. Furthermore, conclusions of this study provide updated information to policymakers and health-related professionals by providing adequate and innovative remediations and health-related services in the TSMD.

Even though there are different types of after-school settings, numerous studies have focused on formal after-school settings (i.e., after-school programs or ASPs) and their association with children’s academic, physical, and social-emotional behaviors. The few findings from informal settings are also outdated. To bridge this gap, our study aimed to locate the interrelations between after-school settings and the behavioral outcomes of children with a particular emphasis on children’s delinquency and emotional-behavioral problems. We used the U.S. national dataset, fifth wave of Fragile Families and Child Wellbeing (nine-year follow-up), with the binary logistic and ordinary least square regression analyses. With a sample size of 3320, we found that children in parental care were reported to commit less delinquency than children in ASPs. Also, children in non-adult care were reported to have more emotional-behavioral problems than children in ASPs. Educators, school social workers, and policymakers should consider the impact of ASPs on children whose parents are not able to spend significant amounts of time with them. In particular, public assistance should be utilized in such a way that helps parents to achieve their children’s positive behavioral outcomes. At the same time, government and community assistance should be provided to enhance the quality of ASPs for the positive results of emotional-behavioral problems of elementary school students.

Over one-half of U.S. low-income working mothers utilize an array of after-school options, which impacts child development and their work conditions. However, many studies have focused exclusively on children’s development in after-school programs (ASPs). Therefore, we examined the relationship between different types of after-school care and low-income working mothers’ labour conditions which include working hours and months as well as the abilities to job shift and attend school/training. The study utilized the National Household Education Survey Programs: After-School Programs and Activities (2005) data and employed binary logistic and Ordinary Least Square Regression analyses. Sample units (N = 717) were low-income households utilizing any of the childcare arrangements. The study’s finding of a positive association between relative care and mothers’ working hours suggests a need for more public subsidies for working families using relative care as well as a need for financial incentives for relatives providing childcare. Additionally, for parents who cannot access relative care, the quality and quantity of ASPs in economically disadvantaged communities must be increased.

Even though after-school childcare arrangements are a significant matter for working mothers in the United States, only formal childcare has been recognized as relevant by researchers. Therefore, this study aims to find the association between different types of after-school childcare arrangements (after-school programs, relative, parental, self-care, and combination of care) and low-income working mothers’ labor supply, including their working hours and months, with special attention to their race/ethnicity. The study employed the Ordinary Least Squares regression analysis and utilized the National Household Education Survey Programs: After-School Programs and Activities (2005). The results showed that White and Hispanic mothers using relative care reported longer working hours than mothers of the same ethnic groups who used other types of care. Hispanic mothers using parental (spousal) care also reported fewer working months than Hispanic mothers using relative care. Implications for policy, social work practice, and research are discussed along with limitations, including the cross-sectional design of the study.