Gay- and Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness

2020 ◽  
pp. 002242942094822
Author(s):  
Donald M. Taylor ◽  
Jay S. Raadt

The purpose of this study was to examine the effects of a “gay-sounding” voice on heterosexual music teachers’ perceptions of music teaching effectiveness. Music teachers across the United States ( N = 575) listened to two men between the ages of 18 and 25 years old with stereotypically gay and straight voices, respectively, reading a short paragraph. After hearing each speaker in counterbalanced order, participants rated the likelihood of each speaker’s ability to demonstrate top skills and behaviors associated with effective teaching using a 4-point Likert-type scale. Listeners rated the gay voice higher on measures of maintaining high musical standards and organization; they rated the straight voice higher on measures of leadership, classroom management, and maturity. Strategies to combat these stereotypes are discussed.

2014 ◽  
Vol 62 (2) ◽  
pp. 148-160 ◽  
Author(s):  
Kimberly VanWeelden ◽  
Jennifer Whipple

The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.


2021 ◽  
pp. 030573562110033
Author(s):  
Donald M Taylor ◽  
Jay S Raadt

The purpose of this study was to explore the effects of a stereotypically gay-sounding voice on middle- and high-schooler’s perceptions of teaching effectiveness. Participants ( N = 273) listened to two men with stereotypically gay and straight voices, respectively, reading a short paragraph. Afterwards, they rated the likelihood of each speaker’s ability to demonstrate top skills and behaviors associated with effective music teaching and also predicted whether each man would be a band director, choir director, string orchestra director, or elementary general music teacher. The results from measurement invariance analysis show that participants rated the gay voice higher on measures of maintaining high musical standards and organization, whereas they rated the straight-sounding speaker higher on measures of leadership. The results from a multinomial logistic regression show that listeners predicted that the gay-sounding speaker would most likely be an elementary general music teacher and that the straight-sounding speaker would be a band director. The differences between these findings and prior research, nuance of leadership versus classroom management, and the need for further research on stereotypical voices are discussed.


2016 ◽  
Vol 26 (2) ◽  
pp. 12-24 ◽  
Author(s):  
Ann M. Porter ◽  
Phillip D. Payne ◽  
Frederick W. Burrack ◽  
William E. Fredrickson

The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants ( N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the United States. Fifty-two percent of respondents reported encouraging students to explore the music teaching profession, one third reported uncertainty about their encouragement of a music education career, and 21% indicated active discouragement. Personal job satisfaction, student music abilities, and constraints/forces outside the profession were factors for respondents who discourage students from the profession. A majority reported providing opportunities to explore the profession as a viable career option and those experiences reflected the authentic practices of the teaching profession. Professional development opportunities for in-service teachers in the encouragement of students toward music teaching should be strongly considered.


2020 ◽  
Author(s):  
Haya Jarad ◽  
Junhua Yang ◽  
Abeed Sarker

BACKGROUND Opioid misuse is a major health problem in the United States, and can lead to addiction and fatal overdose. The United States is in the midst of an opioid epidemic; in 2018, an average of approximately 130 Americans died daily from an opioid overdose and 2.1 million have an opioid use disorder (OUD). In addition to electronic health records (EHRs), social media have also been harnessed for studying and predicting physical and behavioral outcomes of OUD. Specifically, it has been shown that on Twitter the use of certain language patterns and their frequencies in subjects’ tweets are indicative of significant healthcare outcomes such as opioid misuse/use and suicide ideation. We sought to understand personal traits and behaviors of Twitter chatters relative to the motive of opioid misuse; pain or recreational. OBJECTIVE . METHODS We collected tweets using the Twitter public developer application programming interface (API) between April 13, 2018 – and May 21, 2018. A list of opioid-related keywords were searched for such as methadone, codeine, fentanyl, hydrocodone, vicodin, heroin and oxycodone. We manually annotated tweets into three classes: no-opioid misuse, pain-misuse and recreational-misuse, the latter two representing misuse for pain or recreation/addiction. We computed the coding agreement between the two annotators using the Cohen’s Kappa statistic. We applied the Linguistic Inquiry and Word Count (LIWC) tool on historical tweets, with at least 500 words, of users in the dataset to analyze their language use and learn about their personality raits and behaviors. LIWC is a text processing software that analyzes text narratives and produces approximately 90 variables scored based on word use that pertain to phsycological, emotional, behavioral, and linguistic processes. A multiclass logistic regression model with backward selection based on the BIC criterion was used to identify variables associated with pain and recreational opioid misuse compared to the base class; no-opioid misuse.. The goal was to understand whether personal traits or behaviors differ across different classes. We reported the odd ratios of different variables in both pain and recreational related opioid misuse classes with respect to the no-opioid misuse class. RESULTS The manual annotation resulted in a total of 1,164 opioid related tweets. 229 tweets were assigned to the pain-related class, 769 were in the recreational class, and 166 tweets were tagged with no opioid misuse class. The overall inter-annotator agreement (IAA) was 0.79. Running LIWC on the tweets resulted in 55 variables. We selected the best model based on BIC. We examined the variables with the highest odd ratios to determine those associated with both pain and recreational opioid misuse as compared to the base class. Certain traits such as depression, stress, and melancholy are established in the literature as commonplace amongst opiod abuse indiviuals. In our analysis, these same characteristics, amongst others, were identified as significantly positively associated with both the Pain and Recreational groups compared to the no-opioid misuse group. Despite the different motivaions for opiod abuse, both groups present the same core personality traits. Interestingly, individuals who misuse opioids as a pain management tool exhibited higher odds ratios for psychological processees and personal traits based on their tweet language. These include a strong focus on discipline, as demonstrated by the variables “disciplined”, “cautious” and “work_oriented”. Their tweet language is also indicative of cheerfulness, a variable absent in the recreational misuse group. Variables associated with the reacreational misuse group revolve around external factors. They are generous and motivated by reward, while maintaining a religious orientation. Based on their tweet language, this group is also characterized as “active”; we understand that these individuals are more social and community focused . CONCLUSIONS To our best knowledge, this is the first study to investigate motivations of opioid abuse as it relates to tweet language. Previous studies utilizing Twitter data were limited to simply detecting opiod abuse likelihood through tweets. By delving deeper into the classes of opioid abuse and its motivation, we offer greater insight into opioid abuse behavior. This insight extends beyond simple identification, and explores patterns in motivation. We conclude that user language on Twitter is indicative of significant differences in personal traits and behaviors depending on abuse motivation: pain management or recreation.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jordan A. Gliedt ◽  
Stephen M. Perle ◽  
Aaron A. Puhl ◽  
Sarah Daehler ◽  
Michael J. Schneider ◽  
...  

Abstract Background Professional subgroups are common and may play a role in aiding professional maturity or impeding professional legitimization. The chiropractic profession in the United States has a long history of diverse intra-professional subgroups with varying ideologies and practice styles. To our knowledge, large-scale quantification of chiropractic professional subgroups in the United States has not been conducted. The purpose of this study was to quantify and describe the clinical practice beliefs and behaviors associated with United States chiropractic subgroups. Methods A 10% random sample of United States licensed chiropractors (n = 8975) was selected from all 50 state regulatory board lists and invited to participate in a survey. The survey consisted of a 7-item questionnaire; 6 items were associated with chiropractic ideological and practice characteristics and 1 item was related to the self-identified role of chiropractic in the healthcare system which was utilized as the dependent variable to identify chiropractic subgroups. Multinomial logistic regression with predictive margins was used to analyze which responses to the 6 ideology and practice characteristic items were predictive of chiropractic subgroups. Results A total of 3538 responses were collected (39.4% response rate). Respondents self-identified into three distinct subgroups based on the perceived role of the chiropractic profession in the greater healthcare system: 56.8% were spine/neuromusculoskeletal focused; 22.0% were primary care focused; and 21.2% were vertebral subluxation focused. Patterns of responses to the 6 ideologies and practice characteristic items were substantially different across the three professional subgroups. Conclusions Respondents self-identified into one of three distinct intra-professional subgroups. These subgroups can be differentiated along themes related to clinical practice beliefs and behaviors.


2021 ◽  
Vol 123 (13) ◽  
pp. 1-30
Author(s):  
Lan Kolano ◽  
Leslie Gutierrez ◽  
Anna Sanczyk

Background Contemporary dominant discourses surrounding (un)documented migration in the United States are commonly divided into two polarized frames: those immigrants who are hard workers seeking a better life, and others who are border-crossing criminals. For teachers in the Southeast, developing an understanding of immigrants becomes critically important as new demographic trends and anti-immigration rhetoric have resulted in the implementation of restrictive laws, policies, and practices. In this article, we move beyond pedagogical strategies that address students’ linguistic needs and explore what teachers know and say about immigration, along with what they know about undocumented and DACAmented students. Purpose The purpose of this study was to explore the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration and undocumented and DACAmented immigrants. Research Design The researchers used qualitative methods to collect a series of narratives in the form of I-essays from 71 preservice teachers over four semesters. The narratives were then used as a tool of communication in exploring two research questions: (1) What were teachers’ perceptions of undocumented immigrants, given the racialized context in the Southeast? (2) How did counternarratives presented in multiple formats challenge the dominant essentialized view of undocumented immigrants? Narrative data from participants were analyzed using an inductive analysis approach. Findings The findings support how the use of critical conversations around immigration and exposure to the lives of youth and families through the use of film and narratives can support the development of teachers as undocumented allies. Conclusions We argue that preservice (ESL) teachers need to be knowledgeable about immigration laws, statuses, policies, and practices in order to be prepared to serve their students’ needs and to aid them in mapping out alternative routes/resources. For our participants, their views were challenged to reflect a deeper understanding of immigration, particularly around what it means to be an undocumented immigrant in an area of the United States that has experienced new immigrant growth. This study has significant implications for teacher preparation programs and further research.


Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.


Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.


Author(s):  
Roy Schwartzman ◽  
Jenni M. Simon

The COVID-19 pandemic in the United States spawns a perplexing polemic. Intransigent coronavirus skeptics who defy public health recommendations often get cast as ideological zealots or as perniciously ignorant. Both characterizations overlook a more fundamental epistemic opposition. The authors recast the conflict between COVID-19 skeptics and public health advocates as the rhetorical incompatibility between the deliberative, scientifically grounded public health experts and the intuitive, emotion-driven mental heuristics of the non-compliant. This study examines the discourse of COVID-19 misinformation purveyors on broadcast media and online. Their main contentions rely on heuristics and biases that collectively not only undermine trust in particular medical experts, but also undercut trust in the institutions and reasoning processes of science itself. The findings suggest ways that public health campaigns can become more effective by leveraging some of the intuitive drivers of attitudes and behaviors that scientists and argumentation theorists routinely dismiss as fallacious.


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