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Sixteen adults (diagnosed or self-identified as autistic) participated in one of two iterations of a ten-week autistic-led programme, aimed at helping autistic adults learn more about autism within a peer group context. Motivations for taking part in the programme included a desire for: (1) exploration of autism; (2) empowerment; and (3) the development of practical strategies and coping mechanisms. Interviews were conducted upon completion of the programme and again 6 months later. Using thematic analysis, three themes were identified: (1) appreciation of the autistic-led nature of the programme; (2) unity in diversity; and (3) developing a positive, practical outlook on autism. These promising initial results highlight the value of autistic-led peer support for those recently diagnosed/identified as autistic.

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.

The Black Lives Matter (BLM) movement has organized hundreds of disruptive protests in American cities since 2013 (Garza 2014; Harris 2015; Taylor 2016). The movement has garnered considerable attention from the U.S. media and is well recognized by the U.S. public (Horowitz and Livingston 2016; Neal 2017). Social movement scholars suggest that such robust mobilizations are typically predicated on clear social movement frames (Benford and Snow 2000; Snow et al. 1986). Tillery (2019b) has identified several distinct message frames within the social media communications of BLM activists. In this paper, we use a survey experiment to test the effect of three of these frames—Black Nationalist, Feminist, and LGBTQ+ Rights—on the mobilization of African Americans. We find that exposure to these frames generates differential effects on respondents’ willingness to support, trust, canvass, and write representatives about the Black Lives Matter movement. These findings raise new questions about the deployment of intersectional messaging strategies within movements for racial justice.

Third-variable effects, such as mediation and confounding, are core concepts in prevention science, providing the theoretical basis for investigating how risk factors affect behavior and how interventions change behavior. Another third variable, the collider, is not commonly considered but is also important for prevention science. This paper describes the importance of the collider effect as well as the similarities and differences between these three third-variable effects. The single mediator model in which the third variable (T) is a mediator of the independent variable (X) to dependent variable (Y) effect is used to demonstrate how to estimate each third-variable effect. We provide difference in coefficients and product of coefficients estimators of the effects and demonstrate how to calculate these values with real data. Suppression effects are defined for each type of third-variable effect. Future directions and implications of these results are discussed.

A core distinction in Anne Treisman’s feature-integration theory (FIT) is in that between parallel and serial search. We outline this dichotomy and selectively review the reasons why it has largely been abandoned in the visual-search community—namely, its theoretical dispensability, failure to find reliable yardsticks for differentiating parallel and serial search, and falsification of core predictions. We then go on to introduce a new theoretical framework that, we argue, clears up some of the theoretical confusion by merging FIT with various competing theories. This framework’s core feature is the distinction between and characterization of two fundamentally different search modes: one in which attention is guided to a single item via a priority map ( priority guidance ), and one in which clumps of multiple items are scanned in parallel in a spatially systematic order ( clump scanning ). Finally, we will elaborate how this new theoretical framework can resolve current controversies in the literature and how it relates to other existing theories. We (somewhat optimistically) believe that the outcome of this theoretical exercise is a unification of theories of visual search that can explain, or at least is consistent with, all phenomena reported in the visual-search literature that have previously been accounted for by various conflicting theories.

The value-in-diversity perspective argues that a diverse workforce, relative to a homogeneous one, is generally beneficial for business, including but not limited to corporate profits and earnings. This is in contrast to other accounts that view diversity as either nonconsequential to business success or actually detrimental by creating conflict, undermining cohesion, and thus decreasing productivity. Using data from the 1996 to 1997 National Organizations Survey, a national sample of for-profit business organizations, this article tests eight hypotheses derived from the value-in-diversity thesis. The results support seven of these hypotheses: racial diversity is associated with increased sales revenue, more customers, greater market share, and greater relative profits. Gender diversity is associated with increased sales revenue, more customers, and greater relative profits. I discuss the implications of these findings relative to alternative views of diversity in the workplace.

Freire advanced critical consciousness as a tool for the liberation of oppressed communities. Based on his ideas, scholars of theory and practice from myriad disciplines have written about how to advance critical consciousness (CC) among oppressed peoples. We reviewed CC theory and practice articles in scholarly journals with the goal of identifying key elements of CC, advancing practice, and aligning theory with insights from practice. The most prominent elements of CC theory we found were fostering awareness of sociopolitical circumstances, encouraging critical questioning, and fostering collective identity. Surprisingly, few theorists or practitioners gave extensive attention to the community action component of critical consciousness. This led us to give this component of CC close attention and to develop a framework that describes four aspects of “sociopolitical action.” We conclude with a recommendation that CC programming include targets or objectives for sociopolitical action from the outset of a project, rather than limiting CC groups to critical social analysis and problematization. Youth community organizing is a promising strategy for bridging the gap between critical social analysis and sociopolitical action. This approach calls for ongoing partnerships between career researchers and community-based, veteran activists with the expertise to help young people make the transition from insight to action.

Although collaborative-learning as an instructional method has shown promising results since the 1970’s, a number of significant problems within collaborative learning environments have been encountered. These problems relate to aspects of group dynamics including group cohesion, participation, communication, collaboration, and trust. Although the literature suggests various instructional techniques to increase group cohesion and learners’ attitudes towards group learning environments, new methods and techniques should be explored in order to address and eliminate these problems. Gamification, which is the use of game elements and techniques in non-gaming environments, can be leveraged as a new method in order to increase group cohesion and group performance within collaborative learning environments. The aim of the current study is to investigate the effect of gamification (both online and face-to-face) on the attitudes of students towards group learning environments, their course, group cohesion, and their academic achievement. The study aims to promote learners’ collaboration in groups utilizing gamification elements. In this quasi-experimental design study, gamified (44 students) and traditional (48 students) groups were compared. Although no significant difference was established between the gamified and traditional groups in terms of students’ attitudes towards group learning environments and the course, the gamified group outperformed the traditional group in terms of group cohesion scores and team member evaluation scores.

Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8 college students, most of whom had invisible disabilities, provided the foundation for an emerging model of belonging. Student narratives suggest there are interconnections between the development of a sense of belonging, self-advocacy, social relationships, and mastery of the student role for first-year students with disabilities.

This article examines the frameworks that stakeholders bring to debates about diversifying schools in gentrifying areas of New York City. Using critical ethnographic methods, I explore stakeholders’ hopes and fears about the effects of shifting school demographics and the relationships between student demographics and school quality. I find that stakeholders use racialized discourses of belonging to discuss whether, why, and how student demographics matter. These discourses of belonging overlap with perceptions of demographic change as opportunities for integration, fears of gentrification, and threats to individual property. Complicating celebrations of “diversity,” I explore the ways in which race is implicated in considerations of who belongs in a school and to whom a school belongs.