#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person

Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.     

Investigating the impact of at-home learning on secondary school-aged children with ADHD: a qualitative study

Students with ADHD can benefit from at-home learning in terms of managing their symptoms; however, lockdown restrictions due to the pandemic are having negative impacts on the student population. This study was designed to ascertain how students with ADHD have been impacted by at-home learning under lockdown restrictions. An interpretative phenomenological analysis was conducted using semi-structured interviews from students, parents and teaching staff. These interviews were used to identify three main themes (anxiety caused by at-home learning, change in social interaction and academic impact of at-home learning) that best identified the participants' experiences. The results suggested that whilst supportive home environments helped students with ADHD to better manage their symptoms, social anxiety was a significant problem, and not all schools allowed students with ADHD to take full advantage of at-home learning for their students with ADHD.     

Validation of a commercially available inertial measurement unit for recording jump load in youth basketball players

ABSTRACT

A high incidence of overuse knee injuries among youth basketball players may be attributed to number of jumps. Wearable technology may be an effective tool for measuring jump load compared to traditional counting methods. The purpose of this study was to validate a commercially available jump counter (VERT® Classic) in youth basketball practices and games, and to identify the characteristics (i.e., height, direction, takeoff) of jumps recorded by the VERT® Classic. 46 (19F, 27M) youth basketball players wore a VERT® Classic and were recorded on video during games and practices. The number of jumps recorded by the VERT® Classic and evaluated by video raters were compared for each jump characteristic using intraclass correlation coefficient (ICC(3,k)), mean offset, and limits of agreement. The number and percent of VERT® Classic jumps and corresponding video jumps according to timestamp were reported. VERT® Classic jumps had excellent reliability with video-counted jumps over 15 cm (ICC(3,k) = 0.958), with a mean offset of ?2.4 jumps (fewer VERT® Classic) and limits of agreement ?12.6 to 7.8 jumps. Pairs of corresponding jumps represented 68.0% of total video jumps and 92.0% of VERT® Classic jumps. The VERT® Classic can provide an estimate of jump load in youth basketball.     

Students with LD at Postsecondary: Supporting Success and the Role of Student Characteristics and Integration

Students with learning disabilities (LD) are attending postsecondary education more than ever, but are also less likely to complete their education compared to non-LD peers. Using the Inputs–Environment–Outcomes model of Astin, we examined students with LD and non-LD peers during their first year of postsecondary studies. Using structural equation modeling, we found that for all students, perceived academic ability had a positive direct effect on outcomes, whereas drive to achieve had only an indirect effect. Academic integration was important for grade point average and satisfaction. Social integration was important for the acquisition of knowledge and skills and satisfaction, and these connections were stronger for students with LD. Our discussion highlights potential supports for students with LD.     

The cultural shaping of parental involvement: theoretical insights from Israeli Jewish parents’ involvement in the primary schooling of their children

This paper presents a theoretical argument regarding the power of school to shape parental involvement in culturally informed ways. The paper emerges out of preliminary fieldwork among Jewish middle-class parents in a town in northern Israel, during which our attention was drawn to the intense activity in and around their children’s transition to primary school. This activity became a lens for the exploration and articulation of a theoretical claim, according to which parental involvement is not just a matter of the fit or lack of fit between the cultural capital imported from home into school, as posited by much of the relevant literature. Rather, the cultural shaping of parental involvement takes place within and through encounters between school and family: by means of the school’s cultivation of ‘proper’ disposition and comportment for parents, the power of emotional community and the recruitment of a key cultural symbol.     

Online education as ‘vanguard’ higher education: exploring masculinities,ideologies, and gerontology

Drawing inspiration from Clegg’s [2008. “Femininities/masculinities and a Sense Self – Thinking Gendered Academic Identities and the Intellectual Self.” Gender and Education 20 (3): 209–221, 241] statement that ‘less traditional universities and areas of course provision and research might be important sites to investigate in relation to academic identity’, I undertake a single strategic case study of an expert, older, male critical educator, employed as an instructor in two ‘less traditional’, for-profit settings: one online university and one brick and mortar university. The article departs from a theoretical consideration of ‘future directions’ of three subfields: masculinities and higher education (HE) from critical and feminist perspectives, masculinities (and other identities) online (through the Internet research subfield of gender and technology), and masculinities and aging from critical and feminist gerontological perspectives. It employs the methodological strategy of ‘sketches’, arguing that these settings, which appear to position critical and feminist pedagogues in the proverbial ‘belly of the beast’, are important spaces in which to explore how a critical pedagogue navigates ‘less traditional’ HE settings.     

How well do evidence-based universal parenting programs teach parents about psychological maltreatment?: a program review

Objective

Psychological maltreatment (PM) is a widespread form of child maltreatment both in high-risk and maltreating families as well as in the general population of parents, yet there are no intervention programs that target it directly. The current study was designed as the first step in a larger program of research concerning educating parents about PM. In this study we evaluated the content of universal parenting programs to assess whether they include content on PM. Three questions were addressed: (1) Which types, if any, of PM were included in the content of these programs? (2) Which programs, if any, have content about each of the types of PM? (3) What are the implications for the development of PM curricula for parents?

Method

Ten evidence-based, manualized, universal parenting programs identified from SAMHSA or a comparable model program registry were rated on how well their content covered 18 types of psychological maltreatment (PM), as defined by the American Professional Society on the Abuse of Children, APSAC ( [Bingelli et al., 2001] and [0160] ). Each type of PM was coded along several dimensions which resulted in two summary scores: (1) Does the program contain content designed to teach parents what not to do in regards to the 18 psychologically maltreating behaviors and (2) Does the program contain content designed to teach parents what to do instead?

Results

Content related to most PM types were not included in the curricula, especially regarding “what not to do” and not one program was rated as having content related to teaching all 18 types of PM.

Conclusions

Existing parenting programs do not currently cover content for teaching community parents about psychological maltreatment.     

Tweet,Retweet, Favorite: The Impact of Twitter Use on Enjoyment and Sports Viewing

Sports fans are increasingly turning to Twitter to experience events and receive commentary. Using the theoretical grounding of disposition theory, this study surveyed sports fans to measure how Twitter potentially influenced their enjoyment of viewing live and mediated sporting events. Respondents primarily used Twitter to augment their consumption of sports, and heavy Twitter users reported higher enjoyment levels when using the social networking site while watching sports. Findings also suggest how the manner in which respondents used Twitter impacted their sports viewing enjoyment.