Group status and attitude change in desegregated classrooms

One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom.     

Sequencing the genome from nematode to human: changing methods,changing science

The history of science tends to be recounted as a story of progress from early goals and discoveries to a unified outcome, in some sense implicit from the beginning, and often due to technological advances. The sequencing of the human genome is no exception. As a crucial part of the Human Genome Project, the history of genomic sequencing is typically presented as a direct result of the discoveries of the structure of DNA and its coding function, together with practical factors such as the development of techniques which made large-scale sequencing possible. However, the history of sequencing is inevitably a more complicated story, not only about molecular biology, but also about the evolving culture of scientific practice at the end of the 20th century.     

Representational guidance and student engagement: examining designs for collaboration in online synchronous environments

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.     

Louisa's Birth

In this column, Rachel Mann shares the story of the birth of her third daughter, Louisa. After a previous pregnancy loss, Mann chose to give birth to her third baby in a hospital with attending care from an obstetrician. In spite of the high-risk medical environment, she was able to have an unmedicated, powerful birth. Mann's careful planning, the support of her husband and doula, and her confidence in her ability to give birth helped make Louisa's birth all that Mann hoped it would be.     

Mediation or Moderation? Examining How Politically Like-Minded and Dissimilar Conversations Influence the Relationship Between Social Media Political Information Consumption and Political Participation

Research has shown that social media conversations with like-minded and politically dissimilar others are an important part of the political process. Yet more needs to be done to clarify the roles that these two types of social media-based conversations play in the political process. A stratified quota online survey was used to determine whether politically like-minded and dissimilar conversations mediate or moderate the relationship between social media-based political information consumption and political participation. Findings show support for the mediating, but not moderating role of politically based social media conversations. Social media political information consumption has a positive indirect relationship with political participation via both politically like-minded and dissimilar conversations. Contrary to previous research showing that politically dissimilar conversations impede political participation, results suggest that such conversations actually increase political participation. Implications of these findings are discussed.     

The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted

Much is known about the literacies of early life, adolescence and some aspects of adulthood such as workplace literacies, but there has been a dearth of attention to the literacies of late life. The invisibility of these literacies has the potential to skew how curricula, pedagogy and policy developers understand and plan for literacies that can sustain people across the life course. It also can play into deficit discourses of elders, such as those prevalent during the COVID-19 pandemic, that have led to a parallel pandemic of ageism. To reverse this invisibility, this study aimed to bring to light the everyday literacies of thriving elders and the people, places and things involved therein. Through a sociomaterial orientation to literacies and adoption of a modified Day-in-the-Life methodology, this paper reports on the everyday literacies of ‘Gina’, an octogenarian woman who resided in an assisted living residence in the United States and self-identified as thriving. The study identified six key literacies-as-events in Gina's day that engaged a plethora of (im)material constituents such as memories, art materials and novels and created opportunities for the (re)invention of time and space. Lessons from Gina's day suggest what might be possible in/through literacies at all ages.     

Doctoral students’ experiences of nondisclosure with their dissertation chair

We examined doctoral students’ experiences of nondisclosure with their dissertation chairs. Using a hermeneutic phenomenology design, we analyzed two individual interviews of 10 doctoral students. We identified the following three themes: (a) the professional dynamics in the relationship, (b) the interpersonal and cultural dynamics in the relationship, and (c) prioritization of completing the dissertation. Implications for doctoral students and dissertation chairs are discussed.     

Thematic Analysis of Intergenerational Transmission of Trauma in Latinx Immigrant Families in the Southern US

Immigration is a growing social dynamic in many countries, eliciting a variety of different responses. Proponents of immigration note how the influx of new people into the United States (US) has enhanced the workforce and brought cultural enrichment; others have attributed to immigrants, particularly undocumented, a rise in crime and strains on social services. Consequently, immigrants often contend with discrimination and other unique stressors that increase the likelihood that immigration will be a traumatizing experience. Because scholarly focus on the impact of immigration upon psychological wellbeing typically highlights individual experiences, there is limited attention on the impact on immigrant families, particularly mixed-status families comprised of immigrant parents and children who are US citizens by birth. There is also limited attention on immigrant dynamics in the Southern US. This qualitative, thematic analysis explores the experiences of 71 pairs of Latinx immigrant mothers and their US citizen children, living in the Southern US, utilizing the lens of intergenerational transmission of trauma. Using narrative data taken from trauma assessment instruments, the authors identified the most prevalent themes shared by the mothers and their children as crime victimization, deportation, threats to family health, sexual abuse, and marital conflict.