scholarly journals Latino Children’s Math Confidence: The Role of Mothers’ Gender Stereotypes and Involvement Across the Transition to Middle School

2016 ◽  
Vol 38 (4) ◽  
pp. 513-529 ◽  
Author(s):  
Jill Denner ◽  
Brett Laursen ◽  
Daniel Dickson ◽  
Amy C. Hartl
Keyword(s):  
Middle School ◽  
Longitudinal Data ◽  
Gender Stereotypes ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Math Ability ◽  
Large Samples ◽  
And Performance ◽  
Over Time

The influence of parental beliefs and behaviors on children’s math confidence and performance is well documented, but few studies examine these associations over time, or in large samples of Latino/a families. This study used longitudinal data from 247 (114 sons and 133 daughters) mother-child dyads to examine whether maternal math gender stereotypes and math involvement predict changes in the mothers’ behavior or changes in the child’s perceived math competence. Maternal math gender stereotypes when children were in fifth grade predicted decreases in mothers’ involvement in their daughter’s math homework from fifth to sixth grade. Greater maternal math involvement in fifth grade predicted increases in sons’ and daughters’ perceptions of math ability from fifth to sixth grades.

Recovery from memory failure when recalling a memorized performance: The role of musical structure and performance cues

2021 ◽  
pp. 102986492110254
Author(s):  
Roger Chaffin ◽  
Jane Ginsborg ◽  
James Dixon ◽  
Alexander P. Demos
Keyword(s):  
Vocal Music ◽  
Musical Structure ◽  
Public Performance ◽  
Memory Failure ◽  
And Performance ◽  
Written Recall ◽  
Performance Gains ◽  
Over Time

To perform reliably and confidently from memory, musicians must able to recover from mistakes and memory failures. We describe how an experienced singer (the second author) recovered from mistakes and gaps in recall as she periodically recalled the score of a piece of vocal music that she had memorized for public performance, writing out the music six times over a five-year period following the performance. Five years after the performance, the singer was still able to recall two-thirds of the piece. When she made mistakes, she recovered and went on, leaving gaps in her written recall that lengthened over time. We determined where in the piece gaps started ( losses) and ended ( gains), and compared them with the locations of structural beats (starts of sections and phrases) and performance cues ( PCs) that the singer reported using as mental landmarks to keep track of her progress through the piece during the sung, public performance. Gains occurred on structural beats where there was a PC; losses occurred on structural beats without a PC. As the singer’s memory faded over time, she increasingly forgot phrases that did not start with a PC and recovered at the starts of phrases that did. Our study shows how PCs enable musicians to recover from memory failures.

The role of perceived bullying norms in friendship dynamics: An examination of friendship selection and influence on bullying and victimization

2019 ◽  
pp. 016502541986853
Author(s):  
Huiyoung Shin
Keyword(s):  
Elementary Schools ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Sixth Grade ◽  
Peer Nominations ◽  
Moderating Role ◽  
Over Time ◽  
Friendship Selection

The current study examined whether youth’s perceived bullying norms play a role in friendship dynamics related to bullying and victimization among the fifth and sixth grade ( N = 736, 52% girls at Wave 1, N = 677, 52% girls at Wave 2) in elementary schools. Youth completed peer nominations (friendship, bullying, and victimization) and a self-reported measure of perceived bullying norms in the classroom. With longitudinal social network analysis (RSiena), this study investigated selection and influence of friends in bullying and victimization as well as the moderating role of perceived bullying norms in these processes. Results indicated that high bullying youth received many friendship nominations and tended to be more influenced by high bullying friends. In addition, highly victimized youth tended to form friendships with highly victimized peers, and youth whose friends are highly victimized became highly victimized themselves over time. As hypothesized, youth’s perceived bullying norms moderated these processes. As youth perceived higher bullying norms, the greater was the tendency for high bullying youth to select high bullying peers as friends and to be influenced by high bullying friends. Likewise, friend influence on victimization was magnified when youth perceived high bullying norms. The current study underscores the importance of youth’s perceived bullying norms in friendship dynamics of bullying and victimization.

scholarly journals A hundred years of debates on sex differences: Developing research for social change

2021 ◽  
Vol 9 (1) ◽  
pp. 221-235
Author(s):  
Gabrielle Poeschl
Keyword(s):  
Sex Differences ◽  
Gender Stereotypes ◽  
Lay Conceptions ◽  
Research Perspectives ◽  
Political Implications ◽  
Reinforcing Effects ◽  
And Gender ◽  
The Right ◽  
Over Time

After women secured the right to vote some hundred years ago, the assertions about their innate inferiority gradually began to vanish, giving way to theories about the countless aspects which apparently differentiated them from men. In this paper, we follow the evolution of research on sex differences, starting with the work of the first female psychologists who questioned the theories that justified women’s subordinate positions in society. We trace the main developments of the studies on sex differences, their relationship with social roles, gender stereotypes, and gender identity, and describe the strategies used to highlight the role of society rather than of biology in shaping men and women’s personalities and behaviors. We describe the controversies this area of research gave rise to, the debates over its political implications, and the changes observed over time in women’s social positions and within research perspectives. Finally, we discuss the mutually reinforcing effects of social organization and lay conceptions of gender and reflect on how the field of research on sex differences has contributed to building a fairer society.

Demonstrating Learning with Computing

2011 ◽  
pp. 209-224
Author(s):  
Catherine Schifter
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Elementary Schools ◽  
Middle Schools ◽  
School Setting ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Leadership Opportunities

Like fifth grade, sixth grade may be in an elementary school or a middle school. In my elementary school way back when in time, sixth grade was the highest grade. This meant we were the oldest in the school and had leadership opportunities – like helping out in the school office or in the cafeteria. We were the ‘big kids on campus,’ so to speak. In some middle schools in Philadelphia, sixth grade has been the youngest group. As noted with fifth grade, there is no doubt a difference in the experiences for students depending on whether they are in an elementary school setting or middle school setting. To such ends, many middle schools are being phased out of the district in exchange for elementary schools that have Kindergarten through eighth grades. Two of the schools represented by these sixth grade teachers were undergoing such changes starting in fall 2005.

Introduction

2020 ◽  
pp. 1-39
Author(s):  
Kate Dossett
Keyword(s):  
African Americans ◽  
Cultural History ◽  
Federal Theatre Project ◽  
Black Performance ◽  
Black Theatre ◽  
Literary Heritage ◽  
And Performance ◽  
Federal Theatre ◽  
Over Time

The introduction explores the significance of Black theatre manuscripts for histories of the Federal Theatre Project, Black literary heritage and the Radical Black tradition. Black theatre manuscripts developed on the Federal Theatre Project were not always staged or published, but they document Black creativity and theatrical innovation in the 1930s and constitute a crucial if overlooked part of American cultural history. Theatre histories that only include plays staged or published will invariably be histories of what was interesting or acceptable to whites. This book examines what was important and necessary to African Americans. It develops the idea of the Black Performance Community, a temporary community which performance creates among spectators, performers, directors, writers and others whose backstage roles shape manuscripts and performance. It argues that histories of Black theatre need to consider variant manuscripts, the communities of unacknowledged collaborators that shaped them over time, and the role of the archives and anthologies in shaping knowledge production about Black theatre.

Testing a dynamic model of the impact of psychological capital on work engagement and job performance

2018 ◽  
Vol 23 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Guido Alessandri ◽  
Chiara Consiglio ◽  
Fred Luthans ◽  
Laura Borgogni
Keyword(s):  
Job Performance ◽  
Work Engagement ◽  
Psychological Capital ◽  
Equation Modeling ◽  
Dynamic Nature ◽  
Content Type ◽  
And Performance ◽  
The Impact ◽  
Over Time

Purpose Psychological Capital (PsyCap), consisting of hope, efficacy, resilience, and optimism, is a positive state associated with attitudes, behaviors and performance. The purpose of this paper is to investigate a dynamic mediational model posing work engagement as the mediator of the longitudinal relation between PsyCap and job performance. Design/methodology/approach Data came from all white collar employees who responded to this study’s variables (n=420) from a comprehensive data set drawn from a large communications service company over two consecutive years. Job performance was rated at the end of each year by the direct supervisor as part of the organizational appraisal system. Findings Structural equation modeling analysis found that both absolute levels and increases in PsyCap predicted subsequent work engagement increases which in turn predicted job performance increases. Moreover, the mediating role of the changes in work engagement between previous PsyCap and performance change was confirmed over time. Research limitations/implications There is much to gain in conceptualizing the relations among PsyCap, work engagement and job performance as dynamic, rather than static. The results support the conservation of resources theory, in which employees are motivated to acquire, protect and foster their valued (psychological) resources to attain successful performance outcomes, in order to create a gain cycle of resources (Salanova et al., 2010). Moreover, it provide further empirical validation for the idea that processes, like work engagement, are sustained by personal resources, and that these latter exerts mostly an indirect effect on organizational behavior outcomes (Xanthopoulou et al., 2009b). Practical implications These results are important from a practical point of view, because they point to the importance of training interventions aimed at developing and sustaining PsyCap as an important determinant of workers’ motivation and behavior within the organization. Considerable literature offers practical insights and guidelines for developing PsyCap (Luthans et al., 2006, 2015; Luthans and Youssef-Morgan, 2017). Originality/value Despite the demonstrated state-like, dynamic nature of PsyCap, its relationship with performance has mainly been statically analyzed and the role of possible mediating mechanisms largely ignored. This study begins to fill this research gap by investigating the dynamic nature of PsyCap in relation to work engagement and job performance and whether over time engagement mediates the relationship between PsyCap and job performance.

Polygon Capture: A Geometry Game

1998 ◽  
Vol 4 (2) ◽  
pp. 90-94
Author(s):  
William M. Carroll
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Sixth Grade ◽  
Fifth Grade ◽  
School Students ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
Different Levels ◽  
School Curricula

The curriculum and evaluation standards for School Mathematics (NCTM 1989) calls for an increased role for geometry in the primary and middle school curricula. An important mathematical strand in its own right, geometry also provides opportunities to promote and assess mathematical communication, reasoning, and problem-solving skills. Unfortunately, many students lack the vocabulary and the conceptual understanding needed to desctibe geometric relationships. This atiicle describes a game, Capture the Polygons, that I have designed to help middle school students think about geometric properties and the relationships among them. A version of the game has been tested in firth- and sixth-grade classes as part of the field test of Fifth Grade Everyday Mathematics (Bell et al. 1995). Observations of classes playing the game, as well as feedback from their teachers, indicate that students find the game challenging but fun. Depending on the background of the students, it can be played at different levels of difficulty.

A Replication Attempt of Stereotype Susceptibility ()

2014 ◽  
Vol 45 (3) ◽  
pp. 194-198 ◽  
Author(s):  
Carolyn E. Gibson ◽  
Joy Losee ◽  
Christine Vitiello
Keyword(s):  
Confidence Intervals ◽  
Asian American ◽  
Gender Stereotypes ◽  
Asian American Women ◽  
Math Ability ◽  
Test Female ◽  
Relevant Task ◽  
Asian Identity ◽  
And Performance ◽  
Math Test

Awareness of stereotypes about a person’s in-group can affect a person’s behavior and performance when they complete a stereotype-relevant task, a phenomenon called stereotype susceptibility. Shih, Pittinsky, and Ambady (1999) primed Asian American women with either their Asian identity (stereotyped with high math ability) or female identity (stereotyped with low math ability) or no priming before administering a math test. Of the three groups, Asian-primed participants performed best on the math test, female-primed participants performed worst. The article is a citation classic, but the original studies and conceptual replications have low sample sizes and wide confidence intervals. We conducted a replication of Shih et al. (1999) with a large sample and found a significant effect with the same pattern of means after removing participants that did not know the race or gender stereotypes, but not when those participants were retained. Math identification did not moderate the observed effects.

scholarly journals Exploring Gender Ideologies in Social Media Jokes During the Coronavirus Pandemic

2020 ◽  
Vol 19 (1) ◽  
pp. 65-89
Author(s):  
Benedicta Adokarley Lomotey
Keyword(s):  
Social Media ◽  
Critical Discourse Analysis ◽  
Gender Stereotypes ◽  
Status Quo ◽  
Critical Discourse ◽  
Gender Ideologies ◽  
Gender Status ◽  
Feminist Critical Discourse Analysis ◽  
Over Time

AbstractThis paper investigates contemporary gender ideologies as manifested in social media during the 2020 coronavirus pandemic. Using a Feminist Critical Discourse Analysis approach, the author analyses jokes in memes and news items posted through social media in the form of videos, pictures, and texts. Specifically, it focuses on how gender stereotypes and ideologies are constructed and sustained through humour, in several themes built upon gendered representations. The author analyses the complex configuration of factors such as beliefs, stereotypes, and ideologies, which, closely interwoven, form the tapestry of the gender order. Additionally, in order to establish the constancy of gender ideologies over time and across cultures, a correlation is made between the gender ideologies reflected in proverbs and those manifested in the internet memes. The study contends that the complex role of humour enhances the subtle propelling of gender stereotypes and ideologies and ultimately, the existing gender status quo.

scholarly journals Evaluating Maps and Illustrations in Geography Books for the Middle Stage

2021 ◽  
Vol 13 (2) ◽  
pp. 982-989
Author(s):  
Wejdan Saad Abdullah ◽  
Dr. Najdat Abdel Raouf Abdel Reda
Keyword(s):  
Sixth Grade ◽  
Quality Standard ◽  
Arithmetic Mean ◽  
Reliability Coefficient ◽  
Fifth Grade ◽  
Time Stability ◽  
Visual Variable ◽  
Preparatory Stage ◽  
Research Questions ◽  
Over Time

This research aims to (evaluating maps and illustrations in geography books for the preparatory stage). In order to answer the research questions, the researchers prepared two tools, the first tool represented the quality standard of maps, while the second tool represented the standard of photographers, and the map tool in its final form consisted of (51) fifty-one indicators distributed on (13) thirteen basic elements of the map and a visual variable, either The graphic tool included (39) thirty-nine indicators distributed over (12) twelve criteria, and the validity was confirmed by presenting them to the arbitrators. Stability through time, stability between two analysts, so the reliability coefficient reached: for the researcher over time for the maps criterion (91%) and for the graphics criterion (93%), and the reliability coefficient between the researcher and the other analysts for the maps criterion (88%) and for the graphics criterion (90%). To analyze the data, the researcher used the statistical methods and means represented by: Cooper's equation to calculate the reliability coefficient, frequencies, arithmetic mean and standard deviation to find out the degree of availability of each indicator and each criterion. Most of them were low for these books. As for the pictorial ones (pictures and drawings), the percentage of verification in the fourth and fifth grade book was higher than what was achieved in the sixth grade book.

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