An Education of Shared Fates: Recasting Citizenship Education

In this paper I explore how citizenship education might position students as always/everywhere political to diminish the pervasive belief that one either is or is not a “political person.” By focusing on how liberal and radical democracy are both necessary frameworks for engaging with issues of power, I address how we might reframe citizenship education to highlight the ubiquity of politics, offering a deepened sense of democracy. This reframing of citizenship education entails highlighting how liberalism and radical democracy are mutually reinforcing when it comes to illustrating political life as entangled in power relations. My argument centers on Sigal Ben-Porath’s (Edu Theory, 62(4):381–395, 2012) concept of shared fate as a frame for citizenship education. In this model, students are habituated into thinking of democracy as an “enduring pluralism” in which their fates are connected to that of their fellow citizens. In this paper I recast shared fate education in the singular to an education of shared fates in the plural. By doing so I theorize how citizenship education might construct citizenship as relational, emotional, embedded in power, and uncomfortable.     

Holistic Facial Composite Construction and Subsequent Lineup Identification Accuracy: Comparing Adults and Children

When the police have no suspect, they may ask an eyewitness to construct a facial composite of that suspect from memory. Faces are primarily processed holistically, and recently developed computerized holistic facial composite systems (e.g., EFIT-V) have been designed to match these processes. The reported research compared children aged 6–11 years with adults on their ability to construct a recognizable EFIT-V composite. Adult constructor's EFIT-Vs received significantly higher composite-suspect likeness ratings from assessors than children's, although there were some notable exceptions. In comparison to adults, the child constructors also overestimated the composite-suspect likeness of their own EFIT-Vs. In a second phase, there were no differences between adult controls and constructors in correct identification rates from video lineups. However, correct suspect identification rates by child constructors were lower than those of child controls, suggesting that a child's memory for the suspect can be adversely influenced by composite construction. Nevertheless, all child constructors coped with the demands of the EFIT-V system, and the implications for research, theory, and the criminal justice system practice are discussed.     

Affirming the Interdependent Self: Implications for Latino Student Performance

We examined whether culture-relevant affirmations that focus on family (i.e., family affirmation) would enhance performance for Latino students compared to affirmations that focus on the individual (i.e., self-affirmation). In Study 1 (N = 82), Latino middle school students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation. In Study 2 (N = 269), Latino college students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation and outperformed European American students across conditions. European American students performed equally well across conditions. The findings suggest that culture provides a meaningful framework for developing effective classroom strategies.     

The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses

Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about belonging, presented time spent on academics as an investment, and exemplified overcoming challenges on academic performance and persistence. The intervention was implemented in introductory psychology (Study 1, N?=?258) and chemistry (Study 2, N?=?68) courses. Relative to the control group, the intervention group had higher grades and lower failing and withdrawal rates.     

Psychological and autonomic effects of art making in college-aged students

Background and objectives: Anxiety disorders comprise the most common category of mental illness among US young adults. Art making might be one method to help reduce anxiety, but the few studies investigating this have used only subjective measures of anxiety. Design: This study employed both subjective (self-reported state anxiety from the State-Trait Anxiety Inventory) and objective (heart rate variability) measures to assess whether 30-minute periods of art making reduced anxiety in 47 first-year college students prior to their final examinations. Methods: Students participated in free-form painting, mandala coloring, clay modeling, and control sessions. Results: Repeated-measures ANOVA with post hoc analysis revealed significantly greater pre- to post-session reductions in anxiety for all three types of art-making sessions than for the control session, as measured objectively. Measured subjectively, only free-form painting yielded a significant decrease in anxiety compared to the control session. Conclusions: Given the health benefits of anxiety reduction, further study is warranted to determine the duration of art making's anxiety-reducing effect.     

Parents’ Experiences of Receiving the Initial Positive Newborn Screening (NBS) Result for Cystic Fibrosis and Sickle Cell Disease

The clinical advantages of the newborn screening programme (NBS) in the UK are well described in the literature. However, there has been little exploration of the psychosocial impact on the family. This study followed the principles of grounded theory to explore parents’ experiences of receiving the initial positive NBS result for their child with cystic fibrosis (CF) or sickle cell disease (SCD). Semi-structured, qualitative interviews were conducted with 22 parents (12 mothers and 10 fathers) whose children had been diagnosed with CF or SCD via NBS and were under the age of 1 year at the time of interview. The main themes that arose from the data were; parents previous knowledge of the condition and the NBS programme, the method of delivery and parental reactions to the result, sharing the results with others, the impact on parental relationships and support strategies. Study conclusions indicate that most parents thought initial positive NBS results should be delivered by a health professional with condition specific knowledge, preferably with both parents present. Genetic counselling needs to include a focus on the impact of NBS results on parental relationships. Careful consideration needs to be given to strategies to support parents of babies who have positive NBS results both in terms of the psychological health and to assist them in sharing the diagnosis.