The Effects of Features of Survey Measurement on Self-Rated Health: Response Option Order and Scale Orientation

Self-rated health (SRH) is widely used to study health across a range of disciplines. However, relatively little research examines how features of its measurement in surveys influence respondents’ answers and the overall quality of the resulting measurement. Manipulations of response option order and scale orientation are particularly relevant to assess for SRH given the increasing prominence of web-based survey data collection and since these factors are often outside of the control of the researcher who is analyzing data collected by other investigators. We examine how the interplay of two features of SRH influence respondents’ answers in a 2-by-3 factorial experiment that varies (1) the order in which the response options are presented (“excellent” to “poor” or “poor” to “excellent”) and (2) the orientation of the response option scale (vertical, horizontal, or banked). The experiment was conducted online using workers from Amazon Mechanical Turk (N = 2945). We find no main effects of response scale orientation and no interaction between response option order and scale orientation. However, we find main effects of response option order: mean SRH and the proportion in “excellent” or “very good” health are higher (better) and the proportion in “fair” or “poor” health lower when the response options are ordered from “excellent” to “poor” compared to “poor” to “excellent.” We also see heterogeneous treatment effects of response option ordering across respondents’ characteristics associated with ability. Overall, the implications for the validity and cross-survey comparability of SRH are likely considerable for response option ordering and minimal for scale orientation.

     

Troubling Troubled Waters in Elementary Science Education: Politics,Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint

Abstract

The study of water as a K–12 science idea often divorces its properties from its deeply politicized history as a resource that has been limited, compromised, and intentionally withheld from nondominant communities. Although a robust body of scholarship has aptly critiqued decontextualized and depoliticized pedagogies and called for critical science-learning environments designed through the lens of equity, historicity, and power, more insight is needed into how children develop in relation to these design imperatives and within sociopolitical contexts where environmental issues pose a direct threat. We report select findings from a 2-year ethnographic project that investigated Black student agency in a school with a place-based design. Specifically, we hone in on the themes of water and water justice, which inspired the development of a socio-scientific unit enacted in two 4th-/5th-grade classrooms. This unit coincided with the initial spike in public awareness around the still unresolved water crisis in Flint, MI. For this article, we situate the “Flint” module as an illustrative case of justice-centered science pedagogy and analyze Black students’ disciplinary, affective, and sociopolitical understandings. We found that children’s meaning-making shifted from individualized accounts to critical, systemic explanations of environmental justice issues. The saliency of children's affective understandings throughout the unit was also captured. We expound on these findings and conclude with a discussion of implications, particularly as it relates to the ethics and politics of developing critical scientific capacity in young children to confront lived environmental human rights issues.