Ethnic Differences in Children's Intelligence Test Scores: Role of Economic Deprivation, Home Environment, and Maternal Characteristics

We examine differences in intelligence test scores of black and white 5-year-olds. The Infant Health and Development Program data set includes 483 low birthweight premature children who were assessed with the Wechsler Preschool and Primary Scale of Intelligence. These children had been followed from birth, with data on neighborhood and family poverty, family structure, family resources, maternal characteristics, and home environment collected over the first 5 years of life. Black children's IQ scores were 1 SD lower than those of white children. Adjustments for ethnic differences in poverty reduced the ethnic differential by 52%. Adjustments for maternal education and whether the head of household was female did not reduce the ethnic difference further. However, differences in home environment reduced the ethnic differential by an additional 28%. Adjustments for economic and social differences in the lives of black and white children all but eliminate differences in the IQ scores between these two groups.     

How linguistically‐informed are phonics programmes?

Successive UK government policies have strengthened the phonics element of the National Curriculum for English in England. The policies have included inviting publishers to submit completed self‐assessments of their systematic phonics programmes. The self‐assessment criteria focus on what is deemed to be ‘high‐quality provision’, as defined in the Independent Review of the Teaching of Early Reading chaired by Jim Rose. The programmes whose self‐assessments were judged to be accurate by small panels of independent evaluators have been subsequently listed on a central government website. The authors have acted as independent evaluators in this process and, between them, had the opportunity to inspect the content of over 100 phonics programmes. They have noted that many of these programmes (most of which did not meet the Rose criteria) contained numerous linguistic inaccuracies, particularly in relation to the English spelling system and its grapheme‐phoneme correspondences. The existence, number and range of these errors jeopardise policy implementation and National Curriculum delivery and pose risks for the quality of teaching and learning. The article suggests some reasons for these findings in related published debates and in policy documents, and that phonics programmes need to be more linguistically‐informed. The article concludes with some implications for practice.     

“Mi Historia Familiar Es Sencilla” (My Family History Is Simple)”: Testimonio in the New Latino Diaspora

In this paper, we share the testimonio of Santana, an immigrant from rural México, who explained the ways that she navigates her life and raises her children as a Latina immigrant woman here in the southeastern United States. Our inquiry is guided by analysis of ethnographic interviews conducted with Santana over a period of three years. We argue that Santana saw these interviews as an opportunity to share testimonios—embodied life stories that bear witness to a history of social injustice. Testimonio centralizes marginalized knowledge and documents a collective experience of injustice via an individual narrative. Santana’s testimonio underscores the complex ways that Latina migrants draw from embodied experiences to resist oppression and sobrevivir, a verb that implies not only enduring, but moving forward with knowledge, power, self-confidence, and creativity. We argue that her testimonio disrupts the power relations embedded in the traditional hierarchy between the researcher and the research participant.     

List of reviewers

Acknowledgement

List of reviewers     

Daily activities of school psychologists: A national survey

A national survey of 335 school psychologists, asking them to record their activities on a specific school day, found that assessment activities comprised nearly 40% of the work time, and consultative activities another one-third of the day. Data were collected on a number of other work activities, as well as characteristics of the respondents: age, ethnic status, graduate degrees held, languages spoken, and characteristics of district served.     

Measurement of self-efficacy and proxy efficacy for middle school youth physical activity

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth's confidence in his or her skills and abilities to get others to act in one's interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day's after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1-3 days, SEPA for 5-7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1-3 days and 5-7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.     

Optofluidic tunable microlens by manipulating the liquid meniscus using a flared microfluidic structure

We have designed, demonstrated, and characterized a simple, novel in-plane tunable optofluidic microlens. The microlens is realized by utilizing the interface properties between two different fluids: CaCl(2)solution and air. A constant contact angle of ～90° is the pivotal factor resulting in the outward bowing and convex shape of the CaCl(2) solution-air interface. The contact angle at the CaCl(2) solution-air interface is maintained by a flared structure in the polydimethylsiloxane channel. The resulting bowing interface, coupled with the refractive index difference between the two fluids, results in effective in-plane focusing. The versatility of such a design is confirmed by characterizing the intensity of a traced beam experimentally and comparing the observed focal points with those obtained via ray-tracing simulations. With the radius of curvature conveniently controlled via fluid injection, the resulting microlens has a readily tunable focal length. This ease of operation, outstandingly low fluid usage, large range tunable focal length, and in-plane focusing ability make this lens suitable for many potential lab-on-a-chip applications such as particle manipulation, flow cytometry, and in-plane optical trapping.