Donald L Rubin
Teacher/Researcher/Learner in health literacy, international education, intercultural communication, learning outcomes assessment, language stereotyping, identity and language style, and a few dozen other topics
less
Related Authors
InterestsView All (6)
Uploads
Papers by Donald L Rubin
year national health promotion and disease prevention effort that sets and monitors objectives with data-driven targets for each decade. The framework for the next decade, Healthy People 2030, includes new components and a focus on health literacy for the first time. This paper discusses oral health in the context of this framework and implications for supporting progress toward the new objectives.
literature and the Healthy People 2030 framework, the Committee proposes that “health literacy occurs when a society provides accurate health information and services that people can easily find, understand, and use to inform their decisions and actions.” (1)
as primary barriers to broader participation. Yet the degree to which low-income status deters studying abroad and
whether additional need-based aid beyond Pell Grants encourages participation remain uncertain. Moreover, not all
education abroad programs are equivalent in terms of costs. This study is the first to examine whether need-based aid
recipients differentially choose programs of varying duration or programs offered by various provider types. The sample
consisted of 221,981 students from 36 institutions of the Consortium for Analysis of Student Success through
International Education (CASSIE). Within that sample, 60,477 received Pell grants. Of those recipients, 39%
received additional need-based aid. Regression models controlling for student background and context indicated that
Pell grant recipients were 3% less likely to study abroad than peers receiving no such aid, and receipt of additional aid
increased likelihood by 1% relative to Pell-only recipients. While aid was unrelated to study abroad duration, lowincome students were less likely to study with third-party providers. The findings invite financial aid officers to
determine thresholds of additional aid necessary to increase participation and to collaborate more systematically with
counterparts in international education.
sustainability was associated with higher sustainability literacy scores than studying non-sustainability. However, studying non-sustainability courses abroad showed comparable growth in students’ sustainability literacy scores compared to studying sustainability on home campuses.
These results support not only the idea that sustainability can be taught but also that study abroad, regardless of course content, may be at least as effective at increasing sustainability literacy as home campus sustainability-related courses.
delivered by male business leaders across three decades. Gender-exclusive language did decline from the 1960s to the 1970s. Study 2 examines both gender-exclusive and gender-inclusive language in the writing of male and female college students in two writing tasks. Study 2 also considers language users' gender-role schema and their attitudes toward sexist language. For production of gender-exclusive language, males greatly exceeded females. For production of gender-inclusive language, an inverse relation with instrumental (traditionally male)
gender-role orientation was found. Moreover, biological males and females each controlled distinct repertoires of linguistic strategies. Situational differences (an expressive vs. an instrumental writing task) exerted more powerful effects on gender-inclusive language than did gender. These findings dictate that simplistic formulations about relations between gender-related attitudes and language usage should be recast.
year national health promotion and disease prevention effort that sets and monitors objectives with data-driven targets for each decade. The framework for the next decade, Healthy People 2030, includes new components and a focus on health literacy for the first time. This paper discusses oral health in the context of this framework and implications for supporting progress toward the new objectives.
literature and the Healthy People 2030 framework, the Committee proposes that “health literacy occurs when a society provides accurate health information and services that people can easily find, understand, and use to inform their decisions and actions.” (1)
as primary barriers to broader participation. Yet the degree to which low-income status deters studying abroad and
whether additional need-based aid beyond Pell Grants encourages participation remain uncertain. Moreover, not all
education abroad programs are equivalent in terms of costs. This study is the first to examine whether need-based aid
recipients differentially choose programs of varying duration or programs offered by various provider types. The sample
consisted of 221,981 students from 36 institutions of the Consortium for Analysis of Student Success through
International Education (CASSIE). Within that sample, 60,477 received Pell grants. Of those recipients, 39%
received additional need-based aid. Regression models controlling for student background and context indicated that
Pell grant recipients were 3% less likely to study abroad than peers receiving no such aid, and receipt of additional aid
increased likelihood by 1% relative to Pell-only recipients. While aid was unrelated to study abroad duration, lowincome students were less likely to study with third-party providers. The findings invite financial aid officers to
determine thresholds of additional aid necessary to increase participation and to collaborate more systematically with
counterparts in international education.
sustainability was associated with higher sustainability literacy scores than studying non-sustainability. However, studying non-sustainability courses abroad showed comparable growth in students’ sustainability literacy scores compared to studying sustainability on home campuses.
These results support not only the idea that sustainability can be taught but also that study abroad, regardless of course content, may be at least as effective at increasing sustainability literacy as home campus sustainability-related courses.
delivered by male business leaders across three decades. Gender-exclusive language did decline from the 1960s to the 1970s. Study 2 examines both gender-exclusive and gender-inclusive language in the writing of male and female college students in two writing tasks. Study 2 also considers language users' gender-role schema and their attitudes toward sexist language. For production of gender-exclusive language, males greatly exceeded females. For production of gender-inclusive language, an inverse relation with instrumental (traditionally male)
gender-role orientation was found. Moreover, biological males and females each controlled distinct repertoires of linguistic strategies. Situational differences (an expressive vs. an instrumental writing task) exerted more powerful effects on gender-inclusive language than did gender. These findings dictate that simplistic formulations about relations between gender-related attitudes and language usage should be recast.