Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences

This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum.     

Test performance and social comparison choices of high school men and women

The present research was designed to investigate whether anticipated publicity of performance would adversely affect the performance of high school girls to a greater extent than high school boys. If ambivalence about success is intensified for girls towards the end of high school, they would be expected to do better when test results were anticipated to be private rather than public. These results were confirmed only for girls of average ability. Average-ability girls also chose same-sex comparisons and showed less interest in comparison with standard setters. Performance data and social comparison choices suggest that the pattern of achievement for average-ability girls may be well established by sixth grade. Further clarification of the period when incompatibilities arise between the female role and academic achievement is required.Portions of this article were presented as a paper at the annual meeting of the Midwestern Psychological Association, Chicago 1977, and formed part of the first author's research for her master's thesis, submitted to Indiana University, 1976.     

A stress and coping model of medication adherence and viral load in HIV-positive men and women on highly active antiretroviral therapy (HAART).

The authors tested a structural model that incorporated age, time since diagnosis, social support, coping, and negative mood as predictors of medication adherence and HIV viral load on 188 men and 134 women on highly active antiretroviral therapy (HAART). The authors used psychosocial latent factors formed from baseline measures to predict latent factors of adherence, as assessed by electronic monitoring and self-report, and viral load defined by indicators assessed over a 15-month period. Results from the model indicate that greater negative mood and lower social support are related to greater use of avoidance-oriented coping strategies. Use of these coping strategies by patients on HAART is related to poorer medication adherence and, subsequently, higher viral load. This model advances researchers' understanding of the contribution of psychosocial variables in predicting treatment adherence and disease progression in HIV-positive men and women.     

Testing the concept of goodness of fit in early intervention

While the conceptual and clinical utility of the goodness of fit concept has been documented extensively, the number of specific empirical tests of the concept has been limited. In this study, the concept was applied in the conceptualization and analysis of early intervention efforts. The major question examined was the extent to which the goodness of fit of child, maternal, and support variables discriminated good and poor adaptation of the mother as measured by the quality and appropriateness of care giving involvement with her handicapped child. Findings indicated that an index of maternal and child characteristics and measures of maternal locus of control, child temperament, and social support collectively contributed to the correct classification of 77% of mothers in high vs. low involvement groups. Locus of control and the maternal/child index accounted for 25% of the variance in caregiver involvement. The findings illustrate the applicability of the goodness of fit concept and provide support for efforts focused on maximizing the fit of the child, family, and variables in early intervention.     

The Relationship Between Religious and Psychospiritual Measures and an Inflammation Marker (CRP) in Older Adults Experiencing Life Event Stress

Journal of Religion and Health - Inflammation, often measured by C-reactive protein (CRP), is thought to be related to a number of debilitating illnesses as we age, including cardiovascular...     

Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct (i.e., definition, detection, consequences, and importance of academic integrity) to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity.