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AbstractIn this article, I argue that census language questions, policies and ideologies are intertwined and mutually reinforcing. Thus, critical analyses of census language questions must examine the specific policies for which language statistics are produced, as well as the ideologies that undergird those policies and the production of language statistics. After examining the history of language questions and related policies in the U.S., I apply this approach in an analysis of the U.S. Census Bureau's current language question, arguing that U.S. language policy and official statistics on multilingualism are constrained by monolingual ideologies that center on English as the key point of reference and the marker of full personhood and national belonging. My analysis focuses on four interrelated realms: (1) U.S. language policy and its emphasis on "Limited English Proficiency" in assigning language rights; (2) the broader ideological context; (3) the language question itself; and (4) the impact of language ideologies on survey design and data collection within the U.S. Census Bureau.

This article builds on research on institutional language policies and practices, and on studies of the legitimization of racial categories in census data collection, in an exploration of language ideologies in the US Census. It traces the changes in language-related questions in the two centuries of decennial surveys, contextualizing them within a discussion of changing policies and patterns of immigration and nativism, as well as evolving hegemonic notions of race. It is argued that the US Census has historically used language as an index of race and as a means to racialize speakers of languages other than English, constructing them as essentially different and threatening to US cultural and national identity.

This article builds on research on institutional language policies & practices, & on studies of the legitimization of racial categories in census data collection, in an exploration of language ideologies in the US Census. It traces the changes in language-related questions in the 2 centuries of decennial surveys, contextualizing them within a discussion of changing policies & patterns of immigration & nativism, as well as evolving hegemonic notions of race. It is argued that the US Census has historically used language as an index of race & as a means to racialize speakers of languages other than English, constructing them as essentially different & threatening to US cultural & national identity. 1 Table, 59 References. Adapted from the source document.

Hablar español en Estados Unidos : presentación del libro -- La demografía del español en Estados Unidos -- La historia del español y sus hablantes en Estados Unidos -- Ideologías lingüísticas -- Raza, racialización e identidad etnorracial de la población latinx -- Lengua e identidad -- El español y las personas latinxs en los medios estadounidenses -- La política lingüística y el español en Estados Unidos -- El español en las escuelas de Estados Unidos -- Variación y contacto entre lenguas : aspectos formales del español en Estados Unidos -- El futuro del español en Estados Unidos.

1. An introduction to speaking Spanish in the US -- 2. The demographics of Spanish in the US -- 3. The history of Spanish and Spanish speakers in the US -- 4. Language ideologies -- 5. "Race", racialization, and Latinx ethnoracial identity -- 6. Language and identity -- 7. Media representations of and for Spanish speakers in the US -- 8. Language policy and Spanish in the US -- 9. Spanish in US Schools -- 10. Structural aspects of speaking Spanish in the US -- 11. The future of Spanish in the US -- References -- Glossary -- Index.

This book introduces readers to basic concepts of sociolinguistics with a focus on Spanish in the US. The coverage goes beyond linguistics to examine the history and politics of Spanish in the US, the relationship of language to Latinx identities, and how language ideologies and policies reflect and shape societal views of Spanish and its speakers.

In 2015, the tobacco industry spent $8.24 billion to market tobacco products in convenience stores, supermarkets, pharmacies, and other retail or point-of-sale settings. Community tobacco control partnerships have numerous evidence-based policies (eg, tobacco retailer licensing and compliance, tobacco-free–school buffer zones, eliminating price discounts) to counter point-of-sale tobacco marketing. However, deciding which point-of-sale policies to implement — and when and in what order to implement them — is challenging. The objective of this article was to describe tools and other resources that local-level tobacco use prevention and control leaders can use to assemble the data they need to formulate point-of-sale tobacco policies that fit the needs of their communities, have potential for public health impact, and are feasible in the local policy environment. We were guided by Kingdon's theory of policy change, which contends that windows of policy opportunity open when 3 streams align: a clear problem, a solution to the problem, and the political will to work for change. Community partnerships can draw on 7 data "springs" to activate Kingdon's streams: 1) epidemiologic and surveillance data, 2) macro retail environment data, 3) micro retail environment data, 4) the current policy context, 5) local legal feasibility of policy options, 6) the potential for public health impact, and 7) political will.

This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students' experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.

Although parents and children must adhere to five primary treatments for cystic fibrosis (CF), and their roles transition over time, the scope of CF studies often has been limited to one treatment regimen or to children within a specified age range. The purpose of this mixed research synthesis study is to integrate findings from qualitative and quantitative studies addressing the transition of CF management from parent to child, as well as factors related to adherence across treatments and over time. An existing grounded theory was used as a framework to synthesize findings in 17 reports from 16 studies. The results confirm the theory and posit 3 additional factors that may influence parent‐to‐child transition of care management.

Among developed countries, the reported prevalence of juvenile idiopathic arthritis (JIA) varies from 16 to 150 per 100,000. Previous reviews have identified risks faced by children with chronic conditions and indicate a relationship between parent/family characteristics and child adaptation. This analysis provides a mixed-methods synthesis of 29 research reports addressing the intersection of family life and JIA. Data were extracted using a structured template, and effect sizes were calculated for reported relationships between variables. Results were coded using a scheme that differentiated types of family factors. Meta-analysis revealed a moderately strong positive relationship between parent and child psychological functioning, and a medium negative relationship between family conflict and child psychosocial well-being, and parental depression and child physical functioning. Thematic analysis of qualitative results identified parenting challenges related to pain management and regimen demands. Results indicate that interventions to enhance parenting competence and family relationships may improve caregiver and patient outcomes.

Purpose. Obesity has reached epidemic proportions. Public health practitioners are distinctly positioned to promote the environmental changes essential to addressing obesity. The Centers for Disease Control and Prevention (CDC) and other entities provide evidence and technical assistance to support this work, yet little is known about how practitioners use evidence and support as they intervene to prevent obesity. The study's purpose was to describe how practitioners and CDC project officers characterized the obesity prevention task, where practitioners accessed support and evidence, and what approaches to support and evidence they found most useful. Approach or Design. Mixed-methods, cross-sectional interviews, and survey. Setting. State-level public health obesity prevention programs. Participants. Public health practitioners and CDC project officers. Method. We conducted 10 in-depth interviews with public health practitioners (n = 7) and project officers (n = 3) followed by an online survey completed by 62 practitioners (50% response rate). We applied content analysis to interview data and descriptive statistics to survey data. Results. Practitioners characterized obesity prevention as uncertain and complex, involving interdependence among actors, multiple levels of activity, an excess of information, and a paucity of evidence. Survey findings provide further detail on the types of evidence and support practitioners used and valued. Conclusion. We recommend approaches to tailoring evidence and support to the needs of practitioners working on obesity prevention and other complex health problems.