The undergraduate-postgraduate-faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities

We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate-postgraduate-faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.     

Female Education in Saudi Arabia and the Reproduction of Gender Division

This paper explains the reproduction of gender divisions and power relations through education in a traditional Islamic country, Saudi Arabia. That country has drawn both upon Islam and its oil wealth to expand female education vastly within traditional boundaries. Its model of female education is unique among all Islamic countries, in its structure and strategies for the reproduction of gender divisions through (1) a dual system of male and female education; (2) a gender‐specific educational policy that emphasizes women's domestic function; (3) gender‐segregated schools and colleges; and (4) curriculum differentiation at the various educational levels. The author maintains that Saudi education, a microcosm of Saudi Arabian society, has intentionally instituted these mechanisms and structures as a means of cultural conservation and social control. The Saudi experience proves previous research findings that female educational expansion does indeed increase women's social and occupational options, but does not necessarily alter gender and power relations.     

Testing Measurement Invariance in the Target Rotated Multigroup Exploratory Factor Model

We propose a method to investigate measurement invariance in the multigroup exploratory factor model, subject to target rotation. We consider both oblique and orthogonal target rotation. This method has clear advantages over other approaches, such as the use of congruence measures. We demonstrate that the model can be implemented readily in the freely available Mx program. We present the results of 2 illustrative analyses, one based on artificial data, and the other on real data relating to personality in male and female psychology students.     

Chronic weight control impacts on physiological function and bone health in elite jockeys

Abstract

The aim of this study was to evaluate the impact of weight restrictions on physiological function and bone health in a group of horse racing jockeys. Twenty-seven elite male jockeys participated in this study (17 flat jockeys; 10 national hunt jockeys). Participants completed a range of measurements including anthropometry, hydration analysis, bone mineral density assessment, and musculoskeletal screening. Fifty-nine percent of flat and 40% of national hunt jockeys showed osteopenia in one or more of the total body, hip or spine scans. Mean urine-specific gravity (Usg) values revealed moderate dehydration on a non-race day (Usg = 1.022 ± 0.005 and 1.021 ± 0.007 for flat and national hunt jockeys respectively). Analysis of a number of flat jockeys (n = 11) revealed marked dehydration on an official race day (Usg = 1.028 ± 0.005). Sixty-four percent of participants reported a current injury at the time of assessment. Our results reveal some worrying trends within this population. Further research is required to examine the effects of current weight control practices typically used by jockeys on both physiological and cognitive function as well as health and performance.     

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors

Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.     

Financing education for children affected by conflict: Lessons from Save the Children’s Rewrite the Future campaign

In recent years, Save the Children, a non-governmental organization, prioritized education for children affected by conflict through its Rewrite the Future Campaign. By significantly scaling up the resources allocated to programmes in conflict-affected countries, the organization has grown its education programmes in these contexts. Thus it has enabled 1.3 million more children to have access to education and improved the quality of education for more than 10 million. The campaign also had an international impact by analysing and advocating for increases in aid flows to conflict-affected countries. This has made the international community more aware of the need for access to education for children affected by conflict and more willing to ensure it. The article highlights the achievements of Save the Children UK, and the challenges it faces, by looking at funding volumes and sources of funding for country programme activities, along with its international influence on the global funding for countries affected by conflict.     

Raven's test performance of sub-Saharan Africans: Average performance,psychometric properties,and the Flynn Effect

This paper presents a systematic review of published data on the performance of sub-Saharan Africans on Raven's Progressive Matrices. The specific goals were to estimate the average level of performance, to study the Flynn Effect in African samples, and to examine the psychometric meaning of Raven's test scores as measures of general intelligence. Convergent validity of the Raven's tests is found to be relatively poor, although reliability and predictive validity are comparable to western samples. Factor analyses indicate that the Raven's tests are relatively weak indicators of general intelligence among Africans, and often measure additional factors, besides general intelligence. The degree to which Raven's scores of Africans reflect levels of general intelligence is unknown. Average IQ of Africans is approximately 80 when compared to US norms. Raven's scores among African adults have shown secular increases over the years. It is concluded that the Flynn Effect has yet to take hold in sub-Saharan Africa.