Producing alternative gender orders: a critical look at girls and gaming

This article examine some of the ways in which girls are discursively set up as subordinate in relation to boys and men by and within the digital games industry and culture at large, and how they push back on these imposed subjects positions when engaging in media production (game development) under both regular and inverse conditions. Expanding on our previous research on gender and game play, this project explores how the hegemonic discourses of female participation in games culture are taken up by girls who want to make their own digital games. We employ a poststructural understanding of gender and power as fluid and produced through and within social relations to demonstrate how participants are not helpless victims of subjection. Rather, these girls are active in the construction of their own subjectivities, leveraging different aspects of their identity and/or exercising an institutionally sanctioned (albeit temporary) autonomy to resist discursive positioning.     

Changes in children's self-competence and values: gender and domain differences across grades one through twelve

This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.     

Genetic and Environmental Influences on Temperament in Middle Childhood: Analyses of Teacher and Tester Ratings

Parent ratings of temperament in infancy and childhood yield evidence for genetic influence in twin studies but not in adoption studies. The present study used the sibling adoption design to investigate teacher and tester ratings of temperament in middle childhood. When each child was 7 years old, ratings on the Colorado Childhood Temperament Inventory were obtained from a teacher and tester for more than 50 pairs each of adoptive and nonadoptive siblings in the Colorado Adoption Project. Significant genetic influence emerged for both teacher and tester ratings of Activity, for tester ratings of Sociability, and for teacher ratings of Emotionality. Results obtained from bivariate genetic analysis suggest that the modest covariance between teacher and tester ratings of Activity is entirely mediated genetically. Except for teacher ratings of Attention Span, evidence of shared family environment was nonsignificant, despite the power of the sibling adoption design to detect it.     

Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships

Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (M_age = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (M_age = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships.     

Children’s screen and problematic media use in the United States before and during the COVID-19 pandemic

This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019–2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2–13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black, 8.5% multiethnic; primarily middle-to-high income). Quantitative analyses showed a significant SMU and PMU increase (medium effect size). There was a steeper increase in PMU among school-age (older) children. Together, the qualitative and quantitative results suggest that the PMU and SMU increase were influenced by distal, proximal, and maintaining factors including the COVID-19 pandemic, distance learning, child behaviors, other children, parental mediation, and positive media reinforcement.     

A Metastudy of Counselor Education and Supervision: An Analysis of Publication Characteristics From 2000 to 2019

Patterns of articles published in Counselor Education and Supervision from 2000 to 2019 were reviewed, and analyses sought to identify trends over time in author characteristics (e.g., gender, work setting, leading individual contributors and universities) and article characteristics (e.g., type, topic, research design, sample size, participant type, statistical procedures used).     

A Comparison of Pupil Learning and Achievement in Computer Aided Learning and Traditionally Taught Situations with Special Reference to Cognitive Style and Gender Issues

This article is concerned with comparing learning and achievement in the context of computer aided learning (CAL) and traditionally taught environments. The results of a small‐scale study involving 49 Year 10 pupils from a school in the north‐east of England are reported. Cognitive style, gender, attitude to CAL, and test results from a unit of work that used a CAL package and one that used traditional teaching material are analysed and conclusions are drawn. The study was too small to enable generalisations to be made although it did provide an informed picture suggesting that there are differences in how well a pupil may learn and perform in different teaching situations and that these differences are more marked for pupils of certain cognitive styles and/or gender.     

General Education Teachers' Attitudes and Perceptions of Teamwork Supporting Children with Developmental Concerns

The successful inclusion of children with developmental concerns in general education classrooms is influenced by the participation of general educators on the teams that support these children. One hundred and forty-eight general education teachers who were serving on teams that support children with developmental concerns in schools were asked to complete the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents held a generally positive attitude about teamwork. Challenges related to scheduling and time for teaming were noted. Central themes emerged relative to perceptions about benefits (discipline collaboration, sharing of knowledge/ideas), limitations (time constraints), and supports (collaboration and supports of individual efforts). Respondents provided recommendations for the improvement of teamwork related to management, organization, and communication. Practical implications of the results and directions for further investigation in this area are discussed.     

“Everything inside me was silenced”: (Re)defining rape through visceral counterpublicity

This essay advances a theory of visceral counterpublicity through two case studies of recent high-profile rape crimes in the United States – the cases of Emily Doe and Emma Sulkowicz. Both cases garnered considerable public attention, yet neither perpetrator was convicted of rape. This essay analyzes how Doe and Sulkowicz performed public responses to these outcomes, using their bodies to argue what happened to them was indeed rape. These embodied forms constitute what I call visceral counterpublicity: modes of public engagement that (1) proceed when discursive frameworks understood through liberal subjectivity fall short; (2) expose the body's threatened boundaries to incite an affective response, or bodily intensity, in audiences; and (3) illuminate a subjugated position within the public sphere. Together, these cases call into question how mainstream publics define and discuss rape and suggest a potential shift in public opinion over rape to include visceral frameworks. This theory provides utility for rhetorical theorists and critics attempting to make sense of a range of embodied protests by drawing attention to how legal structures appear in and create larger public discourse about the body and violence.     

Children’s Self-Reported Effects of Stimulant Medication

This study determined the self-reported positive and negative physical, academic, and social effects of stimulant medication on middle/junior high school and high school students who have been diagnosed with AD/HD. The study also identified other students’ attitudes toward those diagnosed with AD/HD and receiving stimulant medication. Students in regular education classrooms, classrooms for students with an emotional disturbance, and classrooms for students with learning disabilities participated by filling out a questionnaire. A convenience sample of 925 students in Wisconsin and Minnesota participated in the study. Eighty-six of the students were taking stimulant medication for the treatment of AD/HD. Students did report experiencing side effects from the medication. The social and behavioural effects of the medication rather than the academic achievement enhancement effects appear to be the reasons for taking stimulant medication. Students not taking stimulant medication reported neither they nor teachers treated students taking stimulant medication differently.