Contested spaces: trans-inclusive school policies and parental sovereignty in Canada

ABSTRACT

This article analyses five public consultation meetings about revisions to an LGBTQ-related school board policy on unceded Coast Salish territory in Vancouver, British Columbia, Canada. These meetings focused largely on the new provision that students in publicly funded schools be allowed to use the washroom that corresponds with their gender identity. Almost all of the objections to the policy revisions were articulated by parents of non-queer, or not openly queer students. We found that these parental concerns centred around two perennial issues in Canadian educational studies; namely, how schools regulate students’ gender identities and expressions, and the role of the state in publicly funded schooling. We conclude by drawing upon emerging literature on best practices for trans youth in schools to offer alternative visions for how these issues can be better addressed with the public, and parents in particular.     

Young Children's Response Tendencies Toward Yes–No Questions Concerning Actions

Two experiments investigated response tendencies of preschoolers toward yes–no questions about actions. Two hundred 2‐ to 5‐year‐old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The impact of delay and comprehension of questions were also investigated. Results revealed a consistent developmental transition: Younger children tended to display a yes bias whereas older children did not display a bias unless they faced incomprehensible questions, in which case they displayed a nay‐saying bias. Delay shifted children's responses in such a way that “no” answers were given more often. These findings hold important implications regarding the use of yes–no questions with children.     

The Trouble With Stereotypes: A Reply To Morris

This article presents a critique of two arguments made by S.P. Morris in his recent piece ‘The Trouble with Mascots’. The first argument is that the wrong of mascots is rooted in the falsity of the stereotyping generalizations that they create and perpetuate. The second is that when the group provides the name to itself (as with the Fighting Irish of Notre Dame), it is, in light of that fact, no less morally objectionable. These two arguments are related, for the second would be correct if falsity were in fact the issue. As I argue, however, if we take a different view of the problem that generalizations present, the moral relevance of who does the naming becomes clear.     

Inoculation messages as a preemptive financial crisis communication strategy with inexperienced investors

This study focuses on the problem of collapsed ‘stay in the market’ (SIM) beliefs during financial crises. More specifically, the goal of this investigation was to ascertain whether or not inoculation messages are a viable preemptive crisis communication strategy to protect the SIM beliefs of inexperienced investors amidst a major stock market downturn. Inoculation messages were compared to both supportive messages and no-message controls to determine their effectiveness in protecting SIM beliefs. Additionally, the impact of inoculation messages on beliefs in the absence of a crisis and the impact of crisis message modality (i.e. video versus print) on inoculation-generated resistance were explored. A between-subjects factorial design (3?×?2 plus one additional condition) was designed to explore three hypotheses and two research questions. Results indicate that inoculation messages can serve as a viable preemptive financial crisis communication strategy and that inoculation messages did not harm SIM beliefs in the absence of a crisis.     

Bowling action and ball flight kinematics of conventional swing bowling in pathway and high-performance bowlers

ABSTRACT

When executed correctly, swing bowling has the potential to influence the outcome of a cricket match, yet little is known about the required bowling action and ball flight characteristics. This study aimed to describe the bowling action and initial ball flight characteristics as well as to identify variables that may be associated with increased swing in pathway and high-performance medium and fast pace bowlers. A 17-camera Vicon motion analysis system captured retro-reflective markers placed on the upper-body of participants and new cricket balls to quantify bowling action and initial ball flight kinematics. Bowlers delivered the ball with their forearm and hand angled in the direction of intended swing with an extended wrist flexing through the point of ball release. Bowlers who produced more swing had increased seam stability, possibly linked to a lower wrist and ball angular velocity. It is believed that swing increases with seam stability, however, optimal ranges may exist for seam azimuth angle, ball angular velocity and release speed. These findings may assist coaches to optimise the performance of bowlers, however, future research should use bowlers who play at higher levels to investigate swing bowling at greater speeds.     

Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.     

Understanding prosody and morphology in school-age children’s reading

Reading and Writing - We examined the unique contributions of prosodic awareness and morphological awareness to school-aged children’s word reading and reading comprehension. A total of 110...     

Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives

The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research.     

Disabled students in the performing arts – are we setting them up to succeed?

Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their performance. In this paper, we consider three partnership programmes linking two theatre companies and one dance company with schools that provide high-level mainstream training. The programmes were planned to offer paths to progression for disabled students, and we examine what the programmes have taught us about the characteristics of inclusive practice in drama and dance training that can set disabled students up to succeed.     

Professional Leadership,Racial Microaggressions,and Career Adaptability Of Minoritized Clinicians in the United States

International Journal for the Advancement of Counselling - The impact of racial microaggressions on career adaptability and professional leadership engagement of racial/ethnic minoritized...