Charlotte Journals
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Persistence of African American Females in Engineering: The Mathematics Identity Factor
Get PDFTo continue as global science and technological leaders, the United States is motivated to create a diverse, engineering workforce. One way of diversifying the engineering workforce is to address the disparity of women engineers. Although concerted efforts to improve retention rates of women in engineering are ongoing, women have earned only 5.6% of all undergraduate engineering degrees, with only 1% attributed to African American women (NSF, 2015b). African American women are commonly included in racial or gender-focused studies on persistence; however, few studies assess the effect of multiple identities to persistence. This exploratory study examined the relationship of persistence, measured by intent to persist, to multiple identities (social, professional, and racial) of African American female engineering students. Forward regression analyses were conducted and results indicated that the participant’s mathematical identities were more salient to them than their racial or gender identities. Also, the values these women placed on being an engineer and belonging to the group were principal aspects of their professional identity. Additionally, negative affect and stereotype threat were found significant predictors of intent to persist.
Keywords: women engineers, persistence, identity, African American engineer
Dissociative Identity Disorder: A Literature Review
Get PDFDissociative Identity Disorder (DID) is a disorder that has a big burden in the everyday life of the patient, and it’s not well-known because of the often-wrong idea portrayed by the media. To better understand this disorder, in this review we looked at four important questions. First, we looked at the prevalence of DID to have an idea of how many people have it, and we found it is not as rare as it is believed. Second, we looked at how it develops and we found three possibilities: Trauma Model, Fantasy Model, and a severe symptom of Borderline Personality Disorder. Third, we looked at the existent treatments and found that the trauma-focused psychotherapy is the preferred way of treatment, but we also found that quetiapine helps, as well as the use of relational psychoanalytic treatment. Lastly, we concluded that there is not a lot of research done in any area of DID and that is where we should focus on doing more research so we can know more about a forgotten disorder that affects the lives of so many people
Attractiveness Norm Violations and the Halo Effect
Get PDFThis study investigated participants’ expectations that people who are low versus high in attractiveness would violate social norms. Specifically, we tested the hypothesis that unattractive individuals would be rated as more likely to violate norms involving negative behavior than attractive individuals, and attractive individuals rated more likely to violate norms involving positive behaviors than unattractive individuals. To test these hypotheses, participants completed an online survey rating the likelihood that an individual depicted in a photograph would engage in norm-violating behavior. The photograph depicted either an attractive or unattractive individual. Three types of norm-relevant behaviors were described: positive, negative, and norm-conforming. The results suggest that (a) unattractive individuals were viewed as more likely to commit negative norm-violating behaviors than attractive individuals, (b) attractive individuals were viewed as more likely to commit positive norm-violating behaviors than unattractive individuals, and (c) attractive individuals were viewed as more likely to uphold norms than unattractive individuals. 
Do Early-Offers Equal Better Teachers?
Get PDFWe examine the impact of human resource changes in a large urban district that accelerated the hiring timeline for promising teacher candidates. After an initial screening, outstanding candidates were granted early offers and placed into the district’s internal labor market to interview for open positions alongside incumbent teachers. We find that early-offer candidates were more likely to apply, interview and be hired into positions that were less desirable to incumbents. After their first year or two in the classroom, early-offer teachers had higher average scores than their peers who accepted standard offers on student surveys. Value-added and formal observation metrics differences were not statistically significant
Towards Black Gaze Theory: How Black Female Teachers Make Black Students Visible
Get PDFDamage-centered research (Tuck, 2009) dehumanizes Black people by focusing on disparities rather than cultural capital. Moving away from theories that frame blackness as a deficit, we turn to Black women teachers and educators and their humanizing pedagogies as experts in cultivating cultural wealth of Black children, youth, and families. Building on Culturally Relevant Pedagogy (Ladson-Billings, 2014), Community Cultural Wealth (Yosso, 2015), and Black Feminist Thought (Collins, 2000) we look towards Black female teachers and the ways that they mentor and humanize Black students to lay the foundation for Black Gaze Theory as a framework that 1) shifts conceptions of Black children away from a white gaze laden with “amused contempt and pity†(Du Bois, 1994, p. 2) to sociopolitical consciousness and 2) describes the cultural wealth of Black children and youth
Head Start and HIPPY Better Together: Examining Current Collaborations
No full textThe purpose of this project was to examine the blending of the Head Start and HIPPY programs. Data on current Head Start/HIPPY collaborations was collected through focus group interviews with home visitors, teachers, parents, and administrators. Themes discovered through qualitative analysis included the recognition of home visiting as a way to provide services to more families; the ability to provide additional services to children and families; increased communication between all parties involved in the collaboration; better perceived outcomes for both the children and the parents; the difficulty of including all the requirements of both programs in their work with families; difficulties around assessment; and the lack of time among home visitors to serve families, plan, and train. Major recommendations for future programs were to plan for the collaboration of services during the grant writing stage; partner with school districts in order to track the long-term outcomes for children; and the most frequent recommendation was to adjust case-loads to reflect the additional work required of program staff to meet each programs’ requirements in the collaboration