The good ol’ days: White identity, racial nostalgia, and the perpetuation of racial extremism

A prevailing theme in White nationalist rhetoric is nostalgia for a time when Whites dominated American culture and had unchallenged status. The present research examines a form of collective nostalgia called racial nostalgia and its association with negative intergroup attitudes and extreme ideologies (White nationalism). In Studies 1 and 2, racial nostalgia was associated with higher racial identity, anti-immigrant attitudes, and White nationalism. Study 2 revealed that racial nostalgia was related to extreme ideologies, in part, through perceptions that immigrants and racial minorities posed realistic/symbolic threats. Study 3 manipulated nostalgia using a writing prompt (“America’s racial past” vs. “games of America’s past”) and an identity prime (prime vs. no prime). Racial nostalgia was higher in the racial prompt versus the games prompt condition, regardless of identity prime. Furthermore, there were significant indirect effects of the nostalgia manipulation on support for anti-immigrant policies and endorsement of White nationalism through increased racial nostalgia and its association with perceived threats. These findings show that racial nostalgia can be a maladaptive form of collective nostalgia linked to a sense of loss and threat, and can make people sympathetic to extreme racial ideologies.

Engineering in Crisis – Critical Reflection Writing Prompt

Writing Prompt sent to the International Engineering, Social Justice, and Peace community and other engineering education sub-communitiess (primarily in North America: Our objective is to capture your thoughts, experiences, and responses to intersecting crises of COVID-19, white supremacy, anti-blackness, police violence, late capitalism, technologies and engineerings, power formations, state violence, academia, and engineering education over the past year. We wish to break the mould and create a space for the entire engineering community - students, educators, and professionals to share varied perspectives. Being oral history, this project is free from the usual academic barriers or gatekeeping. No citations needed if you do not wish to do so. While we aim to keep editorial interference at a minimum, we do not intend to include entries that (in our aesthetic and axiological judgement) can cause significant structural, cultural, or emotional harm to marginalised communities. We recognise that such filtering is hard to fully specify. The "objectives" statement above could be a guide for providing you a sense for what we are looking for. Entries should align with IJESJP's focus on engendering dialog on engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent. We acknowledge that even this filter limits the expression of particular forms of knowing and being. Our commitments are available here: http://esjp.org/about-esjp/our-commitments We are inspired by the way stories are told and archived through oral history, and feel the need to capture these stories before they become lost in the flux of our ongoing crises. Such history can be a story, anger and frustrations through rant, back of the envelope ideas and theories, poems, prose, fiction, critiques. This history is anything and everything you wish to document in time. Instructions: Please provide the following information by August 15th, 2021. Entry. Title, optional File upload, optional. Name, gender pronouns, and affiliations of authors Do you want your submission anonymous?

A densidade de ideias e a complexidade gramatical na avaliação da produção escrita em português L2

Advanced L2 written production assessment is difficult to quantify as are learning goals established for this competence in the same level. Correction is not enough. Quality in writing is expected to translate into lexical precision and richness, as well as sentence complexity. In order to measure these characteristics of sophisticated writing, Idea Density and Grammatical Complexity are proposed as assessment parameters as they were explored by Snowdon et al. (1996) and by Kemper et al. (2001) in the Nun Study (Snowdon 2001). Its adoption to the advanced Portuguese L2 learning context (C1/C2) underlied the study of sentences produced in two writing tasks: a synthesis and a writing prompt. First, results were highly variable due to the heterogeneity of the group of participants. Both measures were found to be correlated in both writing tasks, which led to the conclusion that participants who write with lexical precision and richness also produce higher complexity sentences. Lastly, the results confirmed that reading has an influence on writing quality, insofar as the students who usually read as the ones who got the highest scores in both parameters.

The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science

Purpose The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle with literacy. Method Eighty-four eighth-grade students who struggle with literacy participated in this study. The experimental group ( n = 36) received the writing intervention of metalinguistic sentence combining (MSC) during their science class for a total of 400 min (20 intervention sessions, 20 min each), while the comparison group ( n = 48) participated in their typical science instruction. Total science instruction time was held constant for both groups. All students completed pretests and posttests to determine an increase in (a) syntactic factors of academic science text such as longer sentence length and use of syntactic forms of connectives, targeted connectives, left embeddedness, and agentless passive voice when responding to a science compare and contrast writing prompt; and (b) listing similarities and differences between two science concepts on a graphic organizer. Results Treatment was effective in improving the experimental group's score in listing similarities and differences between two science concepts on a graphic organizer. There were no significant differences between the two groups in their use of syntactic factors typical of academic text when responding to a science compare and contrast writing prompt. Conclusions MSC was effective in improving the experimental student's ability to demonstrate understanding of comparison and contrast in science. Modifications to the MSC intervention may yield better results in the experimental group's posttreatment writing in future studies. Supplemental Material https://doi.org/10.23641/asha.12735950

Homeschoolers’ Experiences with the Public Library: A Phenomenological Study

The purpose of this study was to understand the experiences of homeschoolers using the public library. A phenomenological design using interviews, a survey, and a writing prompt was used to give voice to the public library experiences of seven homeschool participants. From the data, three primary themes surfaced. First, most of the participants felt that the library was a home away from home. Next, many of the participants valued how the public library saved them money, and finally, many of the participants voiced a desire for more library daytime programs, especially daytime programs that catered to older, homeschooled children.

The Effects of Writing Choice Prompt on the Written Narratives of Students With Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.