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Fight Like a Girl: Holding Schools Accountable for Punishing Female Students\u27 Sexuality in Violation of Title IX
No full textAn Exploration of the Contributions of Parenting Styles and Peer Relationships on the Emotional Expression of Second-Generation Indian-Americans
Get PDFThis dissertation used a qualitative analysis methodology to study the contributions of parenting styles and peer relationships on the emotional expressivity of second generation Asian Indian-Americans. Seven participants participated in a 60 - 90 minute long semi-structured interview and the content was analyzed using a thematic analysis approach. Most previous research regarding this topic has been conducted on White American or European individuals and does not take into consideration the many intersectionalities that second-generation Indian-Americans hold. Many participants discussed the lack of direction they experienced in regards to learning about their emotions and disclosed that college and young adulthood provided most with corrective emotional experiences. Participants additionally talked about how their parents immigration journey to the United States greatly influenced how they parented the participants. Most participants showed an ability to both understand their parents parenting approaches while also describing a yearning to have emotionally focused conversations. Participants identified the need for more openness about emotions and mental health within the larger South Asian community and shine a light on the mental health stigma they experienced throughout their childhood. They described hoping that the narrative regarding emotional expression, regulation, and disclosure continues to change. It is important to remember that though there are many similarities between these participants, there are significant differences in their experiences. As the South Asian population is one of the largest and quickly growing minority groups in the United States, increasing clinician awareness and understanding regarding potential difficulties with emotional vocabulary and emotional processing that this group may experience is essential. Additionally, due to the negative attitudes towards mental health utilization that exist within this community, clinicians must understand the resiliency required for these individuals to pursue services and the stigma of seeking mental health treatment they might experience both within themselves and from their community. Furthermore, it is imperative that clinicians understand the impacts of immigration on this population and how to best tailor treatment goals to serve these clients
The impact of refractive error correction on harvest productivity in the Guatemalan coffee sector
Get PDFProviding refractive error correction has the potential to bolster productivity within developing countries. Current literature is in agreement that interventions targeting those with uncorrected visual impairment can realize benefits in various sectors, with particular regard to agriculture. The design of this experiment attempts to derive the intent-to-treat (ITT) effect stemming from the provision of glasses to coffee harvesters in Guatemala. Methodology incorporates two distinct approaches: an ANCOVA model with basic controls and a fixed effects model with a control for farm-specific harvest trends. With daily harvest weight observations serving as a proxy for productivity, and a sample of 321 participants assigned to one of three groups (treatment, staggered treatment, or control), preliminary results reinforce the claim that refractive error correction offers the potential to viably increase productivity in this context. Treatment group participants are estimated to increase average harvest weight by 11 lbs to 12.9 lbs (8.7% - 10.5% relative productivity increase), and the staggered treatment estimates correspond to an average increase of 18 lbs to 18.4 lbs (12.4% - 12.5% relative productivity increase). With the caveat that this analysis is preliminary, results appear prominent and allude to a significant productivity impact associated with the provision of prescription glasses
Leveling Up Financial Literacy: Evidence from Game-Based Intervention with Aspiration Treatment amongst Rural Women in India
Get PDFIn India, rural women exhibit notably low financial literacy levels, necessitating effective and scalable educational interventions. Our randomized controlled trial evaluated a novel approach, combining game-based financial literacy education with a video documentary-based aspirations intervention, targeting women in self-help groups in Karnataka. The study included 348 participants and employed an ANCOVA model adjusted for clustering to analyze the effects. The results demonstrate significant improvements in financial literacy and aspirations, particularly when interventions are combined. The game-based intervention alone significantly enhanced digital literacy, financial confidence, and behavioral indices such as agency, pathways, and aspirations. The aspirations intervention also independently affected financial confidence and aspiration indices. These results suggest that targeted, innovative interventions can effectively advance financial literacy and aspirations in low and middle-income settings, providing valuable insights for designing comprehensive financial education programs
Heat and Social Behavior: The Effect of Personal and Social Well-Being
Get PDFHigh temperatures have the capacity to cause catastrophic changes in social and economic systems, but does heat impact our social behavior, and is this potential effect moderated by a person\u27s social and personal well-being? In this paper, I utilize data from a 5 country laboratory experiment and run a fixed effect regression model to understand the role of these metrics in determining behavioral outcomes. The results suggest that heat alone has no impact on egalitarianism, generosity, or selfishness, but that it does have a small negative impact on spite. Stress was also found to have a negative impact on spite, however, when heat and stress are both present, the negative effect on spite is reduced
The Effects of Online Mind Mapping on the Cognitive Outcomes of Students and Their Perceptions in the Collaborative Prewriting Stage
Get PDFIn language acquisition, writing is the most challenging skill that English learners must master. Students often struggle at the beginning of their writing process with idea generation. Due to students’ low academic achievement and their struggles, online mind mapping is suggested as a useful tool to support language students’ brainstorms and idea organization during the writing process. The purpose of this mixed-method study was to investigate how online mind mapping can help students collaboratively brainstorm and organize their ideas during the prewriting process. This study focused on the effects of online mind-mapping intervention on student academic writing performance and perceptions in a Read-Think-Write 2 class at FPT University, a private university in Southern Vietnam. In the study, the independent variable was online mind mapping, and the dependent variables were student idea elaboration and organization. For the treatment group, mind mapping was part of instruction for the course. Data collection included a presurvey, a questionnaire and a posttest from the mind-mapping training session, class assignments, a coursework inventory, and the final writing exam grades from their previous ERW411 class. Findings from this study indicated that there was a statistically significant relationship between student understanding of online mind mapping and their brainstorming and organization. The results also revealed that there were no statistically significant differences in idea elaboration and organization between the two groups, but the mean for students from the iii treatment group were slightly higher than the ones from the control group. Students from both groups agreed that the coursework was somewhat interesting and useful, and they believed that they could succeed in the course. Eighty percent of interviewed students shared their positive attitudes toward the effects of online mind mapping in the prewriting process, whereas all of them expressed a desire to continue using online mind mapping in future courses. This study provided an evidence-based framework for implementing technologyassisted tools, namely online mind mapping, into language acquisition. Educational practitioners should enable more instructional technologies to support language teaching. Additional research with a larger number of participants in different educational settings would further expand the findings with more effective instructional strategies for teaching and learning
Differential Impacts of COVID-19 Policy Enforcement on Food Security Dynamics
Get PDFThe COVID-19 pandemic has intensified food insecurity in the United States, disproportionately affecting vulnerable populations. This study examines the county-level impact of various COVID-19 policies on food insecurity using data from the U.S. COVID-19 County Policy (UCCP) Database and Feeding America\u27s Map the Meal Gap study. Employing a Difference-in-Difference (DiD) approach and a Two-Stage Least Squares (2SLS) regression with two political instrumental variables to address potential endogeneity concerns, the findings reveal nuanced impacts. DiD estimates did not show significant effects on the rate of change in food insecurity but indicated promising signs for absolute population values. The 2SLS results suggest that policies such as religious restrictions, curfew requirements, and movie theater closings may reduce food insecurity rates but have no significant effect on the absolute population value. The effectiveness of these policies depends on factors like policy duration, support levels, and the specific needs of affected populations. This study highlights the importance of considering differential impacts of COVID-19 policies on food security dynamics at the county level, informing targeted interventions and policies to mitigate food insecurity in future public health crises
The effect of national origin and skin color on playing time in the WNBA
No full textThis article uses data from the 1997-2022 seasons to investigate the role of bias in the distribution of playing time in the WNBA. We evaluate national origin, a fixed and objective measure, and improve upon past uses of subjective, perception-based measures of race by using a more objective measure of skin tone. More specifically, via a fixed-effect estimation of 2,949 WNBA player-year combinations we find no evidence that the national origin of either players or coaches is related to the provision of playing time. Similarly, skin tone of players or coaches (n=893), either alone or in combination with national origin, shows no robust significance. Evidence of national origin bias has previously been reported in professional men’s basketball leagues in the U.S., Spain, and China. The WNBA may be demographically similar to the NBA, but it is culturally different and we find no evidence of employer discrimination
Exploring the Development of Intercultural Competence within EFL Teachers in Thailand
Get PDFEnglish has become a significant element in Asian countries for many reasons. A few of these reasons derive from colonialism to wanting English for international exchanges. To start understanding the complexity of English and its specific role in Asia, one must analyze English’s functionality and significance. English in Thailand has and continues to play an important role. The acquisition of English has evolved from a way to resist colonialism to now being a mandatory class, starting as early as primary school, in an attempt to keep up the international demand and use of English. This shift has prompted Thailand to invest in English education programs. Even though Thailand has made large investments, challenges continue to ensue. Some of Thailand’s struggles include underqualified teachers, irrelevant curriculum and textbooks, lack of intercultural competency, fear of English hegemony, English accessibility for different social classes, and financial constraints (Azam, 2016; Baker, 2008; Chuo, 2018; Wannachotphawate, 2015). All of the challenges above contribute to Thailand’s low national English proficiency level. To address proficiency, the development and enhancement of intercultural competence could be a solution for English education programs in Thailand. Therefore, this qualitative study with a descriptive statistics component (surveys) aimed to show how Intercultural Workshops that focus on textbook adaptation can influence in-service EFL teachers’ intercultural competence. Eight local EFL professors at a university in Isaan, Thailand participated in a four-week Intercultural Workshop. All showed an increase in one or more components of their intercultural competence. Additionally, the majority of participants expressed having meaningful takeaways that have or will impact their practice. The results show that explicit instruction on intercultural competence with a focus on textbook adaptation can enhance novice and veteran professors’ intercultural competence
FOR THE LOVE OF BLACK CHILDREN: TOWARDS BLACK LIBERATORY EDUCATIONAL SUBVERSION
Get PDFAmerican K-12 schooling is one cog in a system of structural racism, with antiblackness as a foundational pillar (Brown University, 2015; Dumas, 2014; Dumas & ross, 2016). Within the structurally racist institution of education, Black students are most likely to experience criminalization, adultification, invisiblization, ostracization, and tokenization in school settings (Brown University, 2015; Bryan, 2020; Epstein, Black, & Gonzalez, 2017). For Black students in suburban schools, especially, the antiblack messaging can be more consistent and direct, having deleterious effects on their development (Chapman, 2017; Ferguson, 2002). Centering my work inside a suburban school district via a Black women-founded-and-run non-profit, this study explored the “homeplaces” (hooks, 2014/1994) Black educators create amidst the backdrop of systemic antiblackness. I introduce the conceptual framework, Black Liberatory Educational Subversion (BLES), that codifies the fugitive and liberatory practices of Black educators in defense of Black students. Overall, this study unpacked two questions: (1) What necessitates the presence of BLES spaces in suburban schools, and (2) What is the perceived impact of BLES spaces from the viewpoint of Black suburban youth? Through a series of four community circle sessions, students provided testimony about their experiences in BLES spaces and their respective suburban school sites during the course of a school year. Overall, the findings reflected that the totality of Black students’ interactions with educators and peers in suburban schools had profound effects on identity development. What also emerged from the findings were various methods of what I called social surthrival that students developed through their engagement in the BLES space provided by the non-profit. The implications of this study yield multiple pathways towards ensuring the futurity of Black student education. I posit the need for further scholarship on the schooling experiences of Black suburban youth. Additionally, I urge teacher education programs to better prepare Black student-teachers for the racialized experiences they may encounter in suburban faculties. I also suggest institutional pathways that ensure faculty and administration preparedness to receive Black students and teachers. Lastly, I advocate for a humanizing approach to funding that is unattached to deficit lenses and the exploitation of Black traumas in exchange for financial support