A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing.     

Head-mounted displays for clinical virtual reality applications: pitfalls in understanding user behavior while using technology.

The use of virtual environments with head-mounted displays (HMDs) offers unique assets to the evaluation and therapy of clinical populations. However, research examining the effects of this technology on clinical populations is sparse. Understanding how wearers interact with the HMD is vital. Discomfort leads to altered use of the HMD that could confound performance measures; the very measures which might be used as tools for clinical decision making. The current study is a post-hoc analysis of the relationship between HMD use and HMD comfort. The analysis was conducted to examine contributing factors for a high incidence of simulator sickness observed in an HMD-based driving simulator. Pearson correlation analysis was used to evaluate objective and subjective measures of HMD performance and self-reported user comfort ratings. The results indicated weak correlations between these variables, indicating the complexity of quantifying user discomfort and HMD performance. Comparison of two case studies detailing user behavior in the virtual environment demonstrates that selected variables may not capture how individuals use the HMD. The validity and usefulness of the HMD-based virtual environments must be understood to fully reap the benefits of virtual reality (VR) in rehabilitation medicine.     

Identifying Perceived Neighborhood Stressors Across Diverse Communities in New York City

There is growing interest in the role of psychosocial stress in health disparities. Identifying which social stressors are most important to community residents is critical for accurately incorporating stressor exposures into health research. Using a community‐academic partnered approach, we designed a multi‐community study across the five boroughs of New York City to characterize resident perceptions of key neighborhood stressors. We conducted 14 community focus groups; two to three in each borough, with one adolescent group and one Spanish‐speaking group per borough. We then used systematic content analysis and participant ranking data to describe prominent neighborhood stressors and identify dominant themes. Three inter‐related themes regarding the social and structural sources of stressful experiences were most commonly identified across neighborhoods: (1) physical disorder and perceived neglect, (2) harassment by police and perceived safety and (3) gentrification and racial discrimination. Our findings suggest that multiple sources of distress, including social, political, physical and economic factors, should be considered when investigating health effects of community stressor exposures and psychological distress. Community expertise is essential for comprehensively characterizing the range of neighborhood stressors that may be implicated in psychosocial exposure pathways.     

Cross-cultural Considerations in the Application of Assertion Training: A Brief Note

Observations from a case study are presented to illustrate some of the problems that may arise when using assertion training with a Japanese-American female. Specifically, these difficulties entail the lack of local baseline data and the ethnic variations in determining the essential components of assertive behavior.     

A Psychological Autopsy of an Indian Adolescent Suicide with Implications for Community Services

This psychological autopsy of the suicidal death of an adolescent Indian boy includes a brief family background, a history of his difficulties, and a report of his psychological evaluation. There is an attempt to understand the societal and familial factors that seem to have predisposed him to commit suicide. The report includes an analysis of the resources currently available in Indian communities and a recommendation for the kinds of resources that might prevent suicide in this setting.     

Training counting skills and working memory in preschool

Previous studies have shown that early numeracy skills predict later mathematics learning and that they can be improved by training. Cognitive abilities, especially working memory (WM), play an important role in early numeracy, as well. Several studies have shown that working memory is related to early numeracy. So far, existing literature offers a good few examples of studies in which WM training has led to improvements in early numerical performance as well. In this study, we aim at investigating the effects of two different training conditions: (1) counting training; and (2) simultaneous training of WM and counting on five‐ to six‐year‐old preschoolers' (N = 61) counting skills. The results show that domain‐specific training in mathematical skills is more effective in improving early numerical performance than WM and counting training combined. Based on our results, preschool‐aged children do not seem to benefit from short period group training of WM skills. However, because of several intervening factors, one should not conclude that young children's WM training is ineffectual. Instead, future studies should be conducted to further investigate the issue.     

Group‐based Differences in Perceptions of Racism: What Counts,to Whom,and Why?

Belonging to a group fundamentally shapes the way we interpret and attribute the behavior of others. Similarly, perceptions of racism can be influenced by group membership. Experimental and survey research reveal disagreement between Whites and Blacks about the prevalence of racism in America. Several social cognitive factors contribute to this disagreement: discrepancies in Whites' and Blacks' lay intuitions about the attitudes and behaviors that count as racism, comparison standards when determining racial progress, and the salience of and meaning drawn from successful Black individuals in society. These perceptual discrepancies have consequences for policy attitudes, decisions about how best to combat racial inequality, and beliefs about whether inequality persists. Successful interventions that increase Whites' knowledge of structural racism and that attenuate self‐image threat suggest that it is possible to converge Blacks' and Whites' perceptions of racism by expanding Whites' definition of racism.     

Honey,Sweetie, Dear: Terms of Endearment Communicate,Reflect, and Reinforce Sexism Toward Adult Women

Four studies demonstrated how terms of endearment (ToE; e.g., “honey,” “dear”) communicate, reflect, and reinforce sexism toward adult women outside of close relationships. Study 1 participants reported more negative reactions to ToE as their endorsement of benevolent sexism decreased, and older women reacted more negatively than men and younger women. In Study 2, an interviewer either used or did not use ToE when interviewing women from upper-level business classes. ToE use caused women relatively low in benevolent sexism to feel less positive, warm, and competent, whereas women higher in benevolent sexism were unaffected by the use of ToE. Shifting focus to ToE users, Study 3 participants read about a day in the life of a man protagonist (Tim) who did or did not use ToE. Participants inferred that Tim more strongly endorsed sexist attitudes and hierarchy-enforcing ideologies if he used ToE than if he did not. Finally, Study 4 showed that the more participants self-reported using ToE, the more they endorsed several of these sexist attitudes and ideologies. Altogether, this research demonstrates the deleterious effects of seemingly harmless language and extends knowledge about everyday sexism through language.

     

TV or not TV? Does the immediacy of viewing images of a momentous news event affect the quality and stability of flashbulb memories?

The flashbulb accounts of 38 participants concerning the September 11th 2001 terrorist attack reported at both 28 hours and 6 months following the event were examined for quantity, quality, and consistency as a function of the time lapse between first learning of the event and initial viewing of media images. The flashbulb accounts of those who reported seeing images at least an hour after learning of the event differed qualitatively, but not quantitatively, from accounts of participants who reported seeing images at the same time as or within minutes of learning of the event. Delayed viewing of images resulted in less elaborate and generally less consistent accounts across the 6-month interval. The results are discussed in terms of factors affecting flashbulb memory formation and individual differences in connectedness to the event.