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Middle School Career Readiness Pedagogy, Exploration, and Engagement Through Counselor-Driven Practice
No full textThis qualitative action-research study explored career self-efficacy, awareness, and perceptions of seventh-grade students in middle school. The study explored the impact of counselor-driven comprehensive and strategic career readiness pedagogy on students through the implementation of six small focus group sessions and two one-on-one career conversations. An autoethnography approach was used. Also, explored are the career readiness instructional practices and strategies employed by social studies teachers. Findings demonstrated that career readiness and development for students are influenced by definitions of career and success, revelations of personal interests and talents, familial connections, and external influences. The interplay of these dynamics moved students from vague understandings of career readiness to more elaborate self-discovery. Instructional teaching strategies that cultivated career development included the use of personal narrative, textual evidence, and the activation of prior knowledge
An Active Learning Framework for Trustworthy Classification over COVID-19 Multilingual Fake News Dataset
No full textIn the past few years of the COVID-19 pandemic, rumors have spread in various languages on social media along with the virus\u27s global spread; believing in these rumors can significantly damage people worldwide. Rumors can spread in different languages in different forms. However, most existing COVID-19-related fake news datasets are in English only. Finding reliable fake news detection data in different languages to research in the fight against this international \u27infodemic\u27 is meaningful. We address the diffusion of information issue by creating a multilingual COVID-19 fake news dataset, including 6,500 data points in five world languages: English, Spanish, Chinese, Korean, and Russian. We leverage the state of art model in NLP, Multilingual-BERT, and finetune it with the produced dataset to solve multilingual fake news detection problems. We obtain the best performance of 0.971 F1-score with Multilingual-BERT on the overall test set. We also applied active learning techniques to find the best way to leverage the limited data to solve multilingual fake news detection problems
A Person-Centered Approach to the Study of Psychological Well-Being in Emerging Adulthood
No full textBackground: The theory of emerging adulthood (EA) was generated to better account for development in the context of changing social norms in industrialized societies (e.g., delayed marriage, increased college attendance). EA theory describes ages 18 to 29 as being characterized by five features: identity exploration, feelings of instability, self-focus, being in-between adolescence and adulthood, and possibility for the future. Thus, EA may be a sensitive period for changes in well-being. This study sought to test the relationships between these experiences and emerging adults’ well-being, including by assessing the role of natural mentors, or non-parental supportive adults, as resources promoting well-being. Methods: A cross-sectional sample of 1,149 emerging adults from the U.S. completed an online survey measuring the features of EA, six facets of psychological well-being (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance), and the characteristics of their natural mentoring relationships. They also completed questionnaires measuring aspects of ill-being (e.g., stress), reported sociodemographic data, and completed open-ended questions regarding perceived adulthood status. Results: Latent profile analysis identified five profiles of EA experiences: early transition, stalled/instable transition, negative transition, transitional time, and positive transition. The composition of these profiles differed in terms of participants’ race/ethnicity, immigrant-origin status, socioeconomic status, and postsecondary educational experiences. Participants in the more negative profiles (i.e., the stalled/instable and negative transition profiles) reported universally low well-being. Among participants in the stalled/instable transition profile, those with at least one natural mentor reported significantly higher personal growth and purpose in life than those without a mentor. Conclusion: Findings from this study suggest that there are at least five unique profiles of EA, defined by qualitatively different experiences of the features of EA, and that race/ethnicity, immigrant-origin status, socioeconomic status, and postsecondary educational experiences partially differentiate these profiles. Results showed clear links between EA experiences and well-being, and suggest that emerging adults in specific profiles may benefit from the support provided by natural mentors. Altogether, these findings contribute to our understanding of how diverse emerging adults in the U.S. experience EA, and provide insight into the effects of this normative life transition on well-being
The Role of Future Goal Importance and Expectations Among Adolescents with Court Involvement
No full textAdolescents with court involvement have unique challenges navigating their schools\u27 academic and social expectations. Still, less is known about the perceptions of importance of and expectations regarding their likelihood of accomplishing future goals despite these challenges. The present study capitalizes on a subset of secondary data collected as part of the Pathways to Desistance study, a seven-year, longitudinal study of male and female youth with court involvement from Maricopa County, AZ, and Philadelphia, PA, examining longitudinal factors associated with desistance from delinquent or criminal behavior and school and community settings. The current study used 534 participants to investigate the role of baseline importance and expectations of graduating college and being law-abiding in predicting school connectedness (i.e., school orientation and teacher bonding) and delinquency outcomes at 12 months in a sample of youth involved with court involvement. The specific aims of this study were to (1) evaluate whether baseline importance and expectations of graduating college and being law-abiding predict school connectedness; (2) evaluate whether baseline importance and expectations of graduating college and being law-abiding predict delinquency; and (3) assess what role importance and expectations of school connectedness and law-abiding behavior relate to each other among adolescents with court involvement navigating their schools and communities. This study\u27s findings partially support the hypothesis as the perceived importance of graduating college significantly impacted school connectedness and lower delinquency at 12- a month follow-up assessment. These findings will further our understanding of the experiences of adolescents with court involvement attempting to navigate the complex and challenging process of succeeding in their community schools
The Impact of BIPOC-Matched Mentoring Relationships on Youth Internalizing Mental Health Symptoms and School Engagement
No full textFormal youth mentoring programs have the capacity to benefit youth socioemotional development, academic outcomes, well-being, and identity development. However, meta-analyses suggest that the positive effects of youth mentoring programs are widely heterogeneous, with some programs offering little to no benefits for youth. These factors are particularly important to consider for BIPOC diverse mentees, who are often paired with a mentor from a different racial background, given that volunteer mentors in youth mentoring programs are overwhelmingly white. Thus, BIPOC youth who are navigating their ethnic-racial identity development or their sense of belonging with different peers and adults at school may struggle to get the support needed from a formalized mentoring program.The present thesis used a large sample of randomized mentor-youth pairs in a nationwide mentoring program to investigate whether BIPOC membership between volunteer mentors and mentees in a formal youth mentoring program predicts youth mentoring outcomes, including internalizing symptoms such as anxiety and depression, and school liking and engagement, and whether this effect is stronger for BIPOC youth. Linear regression analyses were used to test whether BIPOC membership matched pairs showed greater improvements in these outcomes after one academic year of mentoring (i.e., the expected length of the relationship within this program). The results of this study indicated that there were no significant differences in youth internalizing symptoms and school liking and engagement for BIPOC membership matched pairs. Future studies must evaluate how they can better serve their BIPOC youth mentees, including incorporating mentor education on the stressors BIPOC youth face, as well as how ethnic-racial identity development may shape BIPOC youth experiences in formal mentoring programs
Reading and Teaching Le Morte Darthur in the Light of Postcritique
No full textThis dissertation provides literary-theoretical and pedagogical approaches to Thomas Malory’s fifteenth-century Arthurian text Le Morte Darthur in terms of a burgeoning discourse of postcritique within literary studies. Postcritique is conceptualized as a complementary and alternative methodological disposition to more familiar forms of critique that currently inhere within contemporary humanities departments. As such, the general aim of the project is to approach literary analysis in unorthodox ways. To do so, I first utilize Bruno Latour’s actor-network theory to examine the characterological subjectivity of mounted knights in the Morte, arguing that working with horses creates a hybridized subjectivity that is something more than human. I then turn to Rita Felski’s discussion of enchanted reading in order to locate both knights and readers within connected networks of enchantment, suggesting that Malory may be fruitfully viewed as anticipating certain developments in postcritical theory and is able to teach us about affective states that inhere in the reading-hermeneutical process. Finally, I expand this focus on teaching by entering into ongoing discussion regarding the theory and practice of postcritical pedagogy, proposing a set of classroom exercises around the Morte based on affect, enchantment, and hope. The project thus suggests that postcritical engagement with Malory’s text can assist us in clarifying and refining our theoretical and practical positions vis-à-vis the ongoing “method debates” within literary studies, and further, that it offers us intriguing possibilities for postcritical reading and teaching practices
Uncovering and Mitigating Energy Inequity During New York City’s Clean Energy Transition: A Data Science Approach
No full textEnergy inequity is a growing social, health, and environmental issue affecting New York City today. It is generally defined by the accessibility of clean, efficient, and affordable energy sources, and can take many forms, including more frequent or longer durations of utility service disruptions like power outages. To address this inequality, a data-driven study of historical 311 outage complaints focused on uncovering insights and trends with the frequency of power outages and the average duration of subsequent recovery times throughout the boroughs of New York City. Many communities, especially ones with a higher Black, Hispanic or Latino, and low-income populations, were found to be disproportionately affected by frequent and persistent power outages. Increases in outage reporting frequency and the distribution of extended recovery times across New York City conveyed the importance of mitigating this form of energy inequity in the future. As local government agencies respond to climate change and other environmental threats with plans for transitioning to a clean energy system, this study proves the need to ensure the future system is equitable, optimal, and resilient for all New Yorkers. Recommendations for creating an adoptable framework to address energy inequity in government planning are provided and based on the trends and insights of this study and similar research
Stress, Coping, and Adjustment of International Students During COVID-19: A Mixed-Methods Study
No full textThe outbreak of the COVID-19 pandemic in 2020 caused unexpected and unprecedented disruptions worldwide, inflicting inconvenience in daily life, heightened health risk, and psychological distress. University students, especially international students, faced unique challenges and stressors related to education, financial situation, safety, mental health, future planning, as well as COVID-19-related anti-Asian xenophobia and discriminations and student visa regulations. This mixed-method secondary data analysis study aimed to investigate the experiences, stress, adjustment, and ways of coping of international students during the COVID-19 pandemic. The results showed that international students experienced different stressors and utilized different coping strategies compared to their domestic American counterparts. International students also reported changes in experiences during the COVID-19 pandemic, stressors, and coping strategies over the course of six months. Implications of the findings as well as limitations and future directions were discussed
JMER Podcasts
No full textVolume 12, as the onset of JMER‘s podcast, introduces the first two podcast episodes, which provide an insightful look at the editors of the journal. The first features an interview with JMER’s senior editor, Dr. Aída A. Nevárez-La Torre, in which she spoke about how inspiration, passion, and motivation led her to create JMER. She also speaks about her vision of the journal’s future growth and evolution. The second presents JMER’s associate editors and editorial assistants, as well as their roles within JMER. This episode informs listeners about the journal’s sections, including Theory and Research, Practice, and Book/Multimedia Reviews and what the editors look for when screening submissions. Both episodes offer listeners an opportunity to learn more about the journal, its editors, and the goals that we as a team try to accomplish. Journal of Multilingual Education Research - YouTub
Yelloz, Eva
No full textEva Yelloz was born in a displaced persons camp in Germany and came to the Bronx in 1949 with her parents. They lived in the Melrose neighborhood in the Bronx, on Avenue St. John. Her mother was 19 when World War Two began, working as an apprentice in a non-Jewish home, and she heard her family was in the Warsaw ghetto. Her father had been killed and the family was sent to Treblinka, but she jumped off the train, escaping and being nursed back to life by a non-Jewish family before becoming a partisan for the remainder of the war. Their life was difficult, family-wise and financially, in the Bronx, but it was seen as normal because others were struggling too.
Yelloz attended an Orthodox Yeshiva in Parkchester. Her mother was religious but her father was not, leading to further conflict between them. Her mother baked and would have neighbors, usually other Eastern European immigrants, over, but Yelloz remembers a story of when the neighbors began to speak favorably of communism, which resulted in her mother kicking them out. Yelloz herself always felt different from other Americans, much more European. Her neighborhood in the South Bronx was very blended, especially as she got older, with many Puerto Rican, Black, and interracial families. Her mother taught them to love everyone regardless of race or religion, after her own experiences. Music was the most important, and they listened to cantorial and Yiddish music and attended Yiddish theater, while food was the penultimate. When Yelloz was 12, they moved up to 178th St and Southern Boulevard, by the Bronx Zoo. Her mother would send her grocery shopping from the time she was a child, and she began working at 14.
Yelloz got involved with the JDL and Rabbi Meir Kahane, which her mother stopped for fear of trouble with the government. Yelloz attended Roosevelt High School and was influenced by peer pressure after coming from a yeshiva. The family would go often to the Bronx Zoo and the Botanical Gardens. She says the Bronx gave her a good education in both secular studies, her religion, and in relation to others, as all kinds of immigrants lived together in her neighborhood. Later she would go downtown to Greenwich Village with friends during the Bohemian movement and see even more new kinds of people. Yelloz, as the oldest daughter, felt resentful that she had to pick up the brunt of housework from a young age, without much guidance. Yelloz and her brother recall together their chaotic childhood, but how the positive things are the things that stay with you forever.
Keywords:
Melrose, Avenue St. John, Bronx Zoo, World War Two, Yiddish, Orthodox, Roosevelt High School, Jewish Day School, Holocaust, JDL, race, immigratio