Bisphenol A (BPA) is an endocrine‐disrupting chemical (EDC) prevalent in many household items. Rodent models and human epidemiological studies have linked this chemical to neurobehavior impairments. In California mice, developmental exposure to BPA results in sociosexual disorders at adulthood, including communication and biparental care deficits, behaviors that are primarily regulated by the hypothalamus. Thus, we sought to examine the transcriptomic profile in this brain region of juvenile male and female California mice offspring exposed from periconception through lactation to BPA or ethinyl estradiol (EE, estrogen present in birth control pills and considered a positive estrogen control for BPA studies). Two weeks prior to breeding, P0 females were fed a control diet, or this diet supplemented with 50 mg BPA/kg feed weight or 0.1 ppb EE, and continued on the diets through lactation. At weaning, brains from male and female offspring were collected, hypothalamic RNA isolated, and RNA‐seq analysis performed. Results indicate that BPA and EE groups clustered separately from controls with BPA and EE exposure leading to unique set of signature gene profiles. Kcnd3 was downregulated in the hypothalamus of BPA‐ and EE‐exposed females, whereas Tbl2, Topors, Kif3a, and Phactr2 were upregulated in these groups. Comparison of transcripts differentially expressed in BPA and EE groups revealed significant enrichment of gene ontology terms associated with microtubule‐based processes. Current results show that perinatal exposure to BPA or EE can result in several transcriptomic alterations, including those associated with microtubule functions, in the hypothalamus of California mice. It remains to be determined whether these genes mediate BPA‐induced behavioral disruptions.

Developmental exposure of turtles and other reptiles to endocrine-disrupting chemicals (EDCs), including bisphenol A (BPA) and ethinyl estradiol (EE), can stimulate partial to full gonadal sex-reversal in males. We have also recently shown that in ovo exposure to either EDC can induce similar sex-dependent behavioral changes typified by improved spatial learning and memory or possibly feminized brain responses. Observed behavioral changes are presumed to be due to BPA- and EE-induced brain transcriptomic alterations during development. To test this hypothesis, we treated painted turtles () at developmental , incubated at 26°C (male-inducing temperature), with) BPA (1 ng/µl), ) EE (4 ng/µl), or) vehicle ethanol (control group). Ten months after hatching and completion of the behavioral tests, juvenile turtles were euthanized, brains were collected and frozen in liquid nitrogen, and RNA was isolated for RNA-Seq analysis. Turtles exposed to BPA clustered separately from EE-exposed and control individuals. More transcripts and gene pathways were altered in BPA vs. EE individuals. The one transcript upregulated in both BPA- and EE-exposed individuals was the mitochondrial-associated gene, ND5, which is involved in oxidative phosphorylation. Early exposure of turtles to BPA increases transcripts linked with ribosomal and mitochondrial functions, especially bioenergetics, which has been previously linked with improved cognitive performance. In summary, even though both BPA and EE resulted in similar behavioral alterations, they diverge in the pattern of neural transcript alterations with early BPA significantly upregulating several genes involved in oxidative phosphorylation, mitochondrial activity, and ribosomal function, which could enhance cognitive performance.

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Introduction: Many barriers exist for American Indian/Alaska Native (AI/AN) students pursuing advanced degrees. The Brown School at Washington University in St. Louis has a higher than average graduation rate for AI/AN students. The purpose of this article is to understand the lived experiences of AI/AN students at the Brown School and how the experiences influence graduation rates. Methods: This study collected data from Brown School alumni who were associated with the Buder Center between 1991 and 2013; nine interviews were analyzed. Results: Six themes were identified: 1) AI/AN student cohort, 2) social work skill development, 3) service to AI/AN communities and people, 4) success as balance, 5) cultural identity, and 6) resiliency. Discussion: Institutional supports were described by participants as factors that affected their success in the program; these combined with student characteristics, beliefs and attitudes influenced the high rate of AI/AN student graduates at the Brown School.

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is predicated on the inherent sovereign rights that all Indigenous peoples have to their lands, cultural practices, and traditional resources prior to colonization and assimilation. However, Indigenous populations continue to be disproportionately affected by inequitable access to education, workforce development, and physical and mental health care. Opportunities for education and workforce development in the field of social work are essential to strengthening Indigenous communities. Indigenous students must often move outside of their communities to pursue master’s-level social work degrees, decreasing their opportunity to practice skills within these communities during required master’s-level practica. Universities must offer equitable opportunities to Indigenous students wishing to complete practica within Indigenous communities by providing financial support and curricular preparation. In 2014, the Social Workers Advancing through Grounded Education (SAGE) program was created by the Kathryn M. Buder Center for American Indian Studies to provide these opportunities to MSW students, particularly Indigenous students. SAGE consists of recruitment, classroom training, field training, and partnership development. The program has provided financial and educational support to 53 students and created 43 formal partnerships with Indigenous-serving institutions, with nearly 90% of SAGE recipients identifying as Indigenous. This article presents findings that suggest access to practica with Indigenous populations leads to Indigenous social work students feeling more confident about serving Indigenous communities as social work professionals upon graduation. These results add to literature regarding best practices for creating equitable field education programs suited to enhancing social work in Indigenous communities.