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"Intellectual Disciplines"
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Gender stereotypes about intellectual ability emerge early and influence children’s interests
Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women’s pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are “really, really smart.” Also at age 6, girls begin to avoid activities said to be for children who are “really, really smart.” These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children’s interests.
Journal Article
Relocating Authority : Japanese Americans Writing to Redress Mass Incarceration
\"Relocating Authority examines the ways Japanese Americans have continually used writing to respond to the circumstances of their community's mass imprisonment during World War II. Using both Nikkei cultural frameworks and community-specific history for methodological inspiration and guidance, Mira Shimabukuro shows how writing was used privately and publicly to individually survive and collectively resist the conditions of incarceration. Examining a wide range of diverse texts and literacy practices such as diary entries, note-taking, manifestos, and multiple drafts of single documents, Relocating Authority draws upon community archives, visual histories, and Asian American history and theory to reveal the ways writing has served as a critical tool for incarcerees and their descendants. Incarcerees not only used writing to redress the 'internment' in the moment but also created pieces of text that enabled and inspired further redress long after the camps had closed. Relocating Authority highlights literacy's enduring potential to participate in social change and assist an imprisoned people in relocating authority away from their captors and back to their community and themselves. It will be of great interest to students and scholars of ethnic and Asian American rhetorics, American studies, and anyone interested in the relationship between literacy and social justice\"-- Provided by publisher.
Book
Expectations of brilliance underlie gender distributions across academic disciplines
The gender imbalance in STEM subjects dominates current debates about women's underrepresentation in academia. However, women are well represented at the Ph.D. level in some sciences and poorly represented in some humanities (e.g., in 2011, 54% of U.S. Ph.D.'s in molecular biology were women versus only 31% in philosophy). We hypothesize that, across the academic spectrum, women are underrepresented in fields whose practitioners believe that raw, innate talent is the main requirement for success, because women are stereotyped as not possessing such talent. This hypothesis extends to African Americans' underrepresentation as well, as this group is subject to similar stereotypes. Results from a nationwide survey of academics support our hypothesis (termed the field-specific ability beliefs hypothesis) over three competing hypotheses.
Journal Article
The impact of gamification in educational settings on student learning outcomes: a meta-analysis
Gamification research in educational settings has produced mixed results on student learning outcomes. Educational researchers and practitioners both struggle with identifying when, where, and how to use gamification design concepts. The present study provides findings from a meta-analysis that integrated the empirical, quantitative research on gamification in formal educational settings on student learning outcomes. This was achieved by examining the overall effect size, identifying which gamification design elements (e.g., badges) were used, and determining under what circumstances (e.g., engineering education) gamification works. The final corpus of data included 30 independent studies and associated effect sizes comparing gamification to non-gamification conditions while accounting for
N
= 3083 participants. The overall effect size using a random-effects model is
g
= .464 [.244 to .684] in favor of the gamification condition, which is a small to medium effect size. We examined 14 different gamification design elements (e.g., leaderboards) and showed that each leads to different effects on student learning outcomes. Further, the type of publication (e.g., journal article), student classification (e.g., undergraduate), and subject area (e.g., mathematics) are also investigated as moderators. We provide a discussion of our findings, some recommendations for future research, and some brief closing remarks.
Journal Article
Un/Doing Intersectionality through Higher Education Research
Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term \"intersectionality\" to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the \"theoretical erasure\" of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a \"traveling theory,\" that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term \"intersectionality\" in some manner. The goal of the study was not to offer a prescriptive way to use intersectionality. In fact, theoretically musing over the precise way in which intersectionality should be done may confine the concept to an overly academic contemplative exercise and therefore, undo intersectionality. Instead, through this research, we aimed to explore and use intersectionality in a manner that advances a transformative social justice agenda.
Journal Article
Women Thinkers and the Canon of International Thought: Recovery, Rejection, and Reconstitution
Canons of intellectual “greats” anchor the history and scope of academic disciplines. Within international relations (IR), such a canon emerged in the mid-twentieth century and is almost entirely male. Why are women thinkers absent from IR’s canon? We show that it is not due to a lack of international thought, or that this thought fell outside established IR theories. Rather it is due to the gendered and racialized selection and reception of work that is deemed to be canonical. In contrast, we show what can be gained by reclaiming women’s international thought through analyses of three intellectuals whose work was authoritative and influential in its own time or today. Our findings question several of the basic premises underpinning IR’s existing canon and suggest the need for a new research agenda on women international thinkers as part of a fundamental rethinking of the history and scope of the discipline.
Journal Article
The Elephant in the Room
Despite considerable efforts to enhance participation of underrepresented demographics, participation of scholars of color in STEM remains stagnant. In contrast to other academic disciplines, the experiences of STEM scholars of color are relatively unvoiced, which hinders examination of the factors that reduce participation and retention. Social science and education research reveal the importance of intersectional strategies to address institutional and cultural practices that reduce diverse participation. Institutional change requires the support of the STEM workforce. I summarize important issues that influence recruitment and retention and offer strategies that can improve recruitment and retention of faculty of color. Broad awareness among STEM practitioners of the relationship between race and the biases that reduce recruitment and retention of underrepresented scholars can support STEM diversity initiatives.
Journal Article
Effects of the flipped classroom instructional strategy on students' learning outcomes: a meta-analysis
The flipped classroom instructional strategy is thought to be a good way to structure learning experiences to improve student learning outcomes. Many studies have been conducted to examine the effects of flipped classroom on student learning outcomes compared to the traditional classroom, but the results were inconclusive. The purpose of this study was to examine the overall effect of the flipped classroom instructional strategy on student learning outcomes in relation to a set of moderating variables including student levels, publication types, study durations, and subject area. This meta-analysis examined studies that compared classrooms that used the flipped classroom instructional strategy and classrooms that did not. Seventeen databases were searched to identify literature meeting our inclusion criteria and resulted in 55 publications with 115 effect size comparisons on cognitive student learning outcomes published between 2000 and 2016. Overall, we found a statistically significant effect size (g = 0.193; p < .001; with a 95% confidence interval of 0.113-0.274) in favor of the flipped classroom instructional strategy. The effect size data were normally distributed and exhibited statistically significant heterogeneity. The effect sizes were significantly moderated by subject area such as mathematics, science, social sciences, engineering, arts and humanities, health, and business. No evidence of publication bias was detected in these data. A full discussion of the findings and implications for educational practice and research were provided.
Journal Article
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct
The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.
Journal Article