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• 81. [Article] Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year

  Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the ...

  Citation × Citation Citation Abstract Copy Title: Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year Author: Currie, Cailin Tricia Year: 2014 Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component. Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component. Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders). Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom. Title: Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year Author: Currie, Cailin Tricia Year: 2014 Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component. Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component. Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders). Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom. Close

• 82. [Article] Webinar: Racial Bias in Driver Yielding Behavior at Crosswalks

  This webinar discusses research exploring how social identity factors (race and gender) influence drivers’ behavior in interactions with pedestrians at crosswalks. One dangerous potential point of conflict ...

  Citation × Citation Citation Abstract Copy Title: Webinar: Racial Bias in Driver Yielding Behavior at Crosswalks Author: Kahn, Kimberly Barsamian Year: 2017 This webinar discusses research exploring how social identity factors (race and gender) influence drivers’ behavior in interactions with pedestrians at crosswalks. One dangerous potential point of conflict for pedestrians within the transportation system is interactions with drivers at crosswalks (NHTSA, 2009), and racial minorities are disproportionately represented in pedestrian fatalities (CDC, 2013). This project examines whether racial discrimination occurs at crosswalks, which may lead to disparate crossing experiences and disproportionate safety outcomes. Our initial research on this topic revealed predicted racial bias in drivers’ yielding behavior at crosswalks: Black male pedestrians were passed by twice as many cars as, and waited 32% longer than, White male pedestrians (Goddard, Kahn and Adkins, 2015). A new set of studies expands on these prior findings. A controlled field experiment in which Black and White male and female pedestrians crossed the street at two different types of crosswalks (unmarked vs. marked) was conducted, while trained coders marked drivers’ yielding behavior. Results indicated that overall stopping rates were very low at the unmarked crosswalk, and few differences emerged based on pedestrian race and gender. When the crosswalk became marked, stopping rates greatly increased; however, treatment was less equitable. Drivers were less likely to stop for Black and male pedestrians, and when they did stop, they were more likely to stop closer to Black male and Black female pedestrians. These effects occurred regardless of drivers’ race and gender. In order to better understand African American and Black people’s experiences as pedestrians, three focus groups were conducted. Overall, African American and Black focus group participants perceived that drivers treated them differently based on their race by not stopping or infringing on their space in crosswalks. These negative experiences lead to increased stress and harms their walking trips. Understanding what impacts drivers’ stopping behavior with pedestrians is an important step toward developing policies that promote safe transportation experiences. Although marking the crosswalk increased drivers’ stopping behavior for pedestrians, it also increased the likelihood of discrimination based on pedestrians’ race and gender. To reduce this disparity in treatment, it is recommended that marked crosswalks include additional markings and/or design to reduce the sense that yielding is discretionary and to increase driver yielding compliance. Key Takeaways Drivers’ yielding behavior at crosswalks is influenced by pedestrians’ race and gender. At unmarked crosswalks, stopping rates were very low and few differences emerged based on pedestrian race and gender. At marked crosswalks, drivers were less likely to stop for Black and male pedestrians, and when they did stop, they were more likely to stop closer to Black male and Black female pedestrians at a marked crosswalk. African American and Black pedestrians discussed how these are stressful interactions that harm their walking trips. The final report that the presentation is derived from is available: http://dx.doi.org/10.15760/trec.130 Title: Webinar: Racial Bias in Driver Yielding Behavior at Crosswalks Author: Kahn, Kimberly Barsamian Year: 2017 This webinar discusses research exploring how social identity factors (race and gender) influence drivers’ behavior in interactions with pedestrians at crosswalks. One dangerous potential point of conflict for pedestrians within the transportation system is interactions with drivers at crosswalks (NHTSA, 2009), and racial minorities are disproportionately represented in pedestrian fatalities (CDC, 2013). This project examines whether racial discrimination occurs at crosswalks, which may lead to disparate crossing experiences and disproportionate safety outcomes. Our initial research on this topic revealed predicted racial bias in drivers’ yielding behavior at crosswalks: Black male pedestrians were passed by twice as many cars as, and waited 32% longer than, White male pedestrians (Goddard, Kahn and Adkins, 2015). A new set of studies expands on these prior findings. A controlled field experiment in which Black and White male and female pedestrians crossed the street at two different types of crosswalks (unmarked vs. marked) was conducted, while trained coders marked drivers’ yielding behavior. Results indicated that overall stopping rates were very low at the unmarked crosswalk, and few differences emerged based on pedestrian race and gender. When the crosswalk became marked, stopping rates greatly increased; however, treatment was less equitable. Drivers were less likely to stop for Black and male pedestrians, and when they did stop, they were more likely to stop closer to Black male and Black female pedestrians. These effects occurred regardless of drivers’ race and gender. In order to better understand African American and Black people’s experiences as pedestrians, three focus groups were conducted. Overall, African American and Black focus group participants perceived that drivers treated them differently based on their race by not stopping or infringing on their space in crosswalks. These negative experiences lead to increased stress and harms their walking trips. Understanding what impacts drivers’ stopping behavior with pedestrians is an important step toward developing policies that promote safe transportation experiences. Although marking the crosswalk increased drivers’ stopping behavior for pedestrians, it also increased the likelihood of discrimination based on pedestrians’ race and gender. To reduce this disparity in treatment, it is recommended that marked crosswalks include additional markings and/or design to reduce the sense that yielding is discretionary and to increase driver yielding compliance. Key Takeaways Drivers’ yielding behavior at crosswalks is influenced by pedestrians’ race and gender. At unmarked crosswalks, stopping rates were very low and few differences emerged based on pedestrian race and gender. At marked crosswalks, drivers were less likely to stop for Black and male pedestrians, and when they did stop, they were more likely to stop closer to Black male and Black female pedestrians at a marked crosswalk. African American and Black pedestrians discussed how these are stressful interactions that harm their walking trips. The final report that the presentation is derived from is available: http://dx.doi.org/10.15760/trec.130 Close

• 83. [Article] Staying on Script: Sexual Scripts and Sex Education

  Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences ...

  Citation × Citation Citation Abstract Copy Title: Staying on Script: Sexual Scripts and Sex Education Author: Hauck, Elizabeth Carol Year: 2015 Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women. Title: Staying on Script: Sexual Scripts and Sex Education Author: Hauck, Elizabeth Carol Year: 2015 Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women. Close

• 84. [Article] Understanding Male Nursing Student Perceptions of the Influence of Gender: A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program

  In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they ...

  Citation × Citation Citation Abstract Copy Title: Understanding Male Nursing Student Perceptions of the Influence of Gender: A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program Author: Anderson, Jennifer Anne Year: 2014 In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts. The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment. Title: Understanding Male Nursing Student Perceptions of the Influence of Gender: A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program Author: Anderson, Jennifer Anne Year: 2014 In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts. The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment. Close

• 85. [Article] Examining Generational and Gender Differences in Parent-Young Adult Child Relationships During Co-residence

  Young adults of the twenty-first century face a long path to adulthood marked by uncertainty and lack of stability. In response, young adults are heading back to or failing to leave their family homes ...

  Citation × Citation Citation Abstract Copy Title: Examining Generational and Gender Differences in Parent-Young Adult Child Relationships During Co-residence Author: Ferguson, Lauren Elizabeth Year: 2016 Young adults of the twenty-first century face a long path to adulthood marked by uncertainty and lack of stability. In response, young adults are heading back to or failing to leave their family homes in higher numbers than generations before (Jacobsen and Mather 2011; Qian 2012). These macro-level trends bring about questions about their impact on family relationships as well as how these relationships have evolved over time. My thesis investigates parent-child relationships during co-residence with a specific focus on generation and gender differences. Through secondary data analysis of the National Survey of Families and Households, I explore how parent-child relationships during co-residence differ between parents of Generation Xer young adults (born between 1965-1980) and Millennial young adults (born between 1981-1996). Additionally, I examine gender differences between these two generational cohorts. My findings offer support that intergenerational relationships are not necessary closer, but look different for parents of Millennials as compared to Generation Xers. I also find that there are significant gender differences between mothers and fathers of Generation Xers versus those of Millennials. I find that mothers of Generation Xers report more time shared with co-residing young adults and increased frequency of perceived emotional support from their child than fathers; yet, fathers of Millennials report more perceived support than mothers. I suggest these findings offer support for the notion that gendered roles play out into young adulthood and potentially have more flexibility for fathers across time. As the economic and social landscape continues to change and present more uncertainty, family relationships become a form of social security; thus it becomes increasingly important to understand these dynamics. My findings are significant as they contribute to a better understanding of parent-child relationships over time and offer discussion on the potential implications. Title: Examining Generational and Gender Differences in Parent-Young Adult Child Relationships During Co-residence Author: Ferguson, Lauren Elizabeth Year: 2016 Young adults of the twenty-first century face a long path to adulthood marked by uncertainty and lack of stability. In response, young adults are heading back to or failing to leave their family homes in higher numbers than generations before (Jacobsen and Mather 2011; Qian 2012). These macro-level trends bring about questions about their impact on family relationships as well as how these relationships have evolved over time. My thesis investigates parent-child relationships during co-residence with a specific focus on generation and gender differences. Through secondary data analysis of the National Survey of Families and Households, I explore how parent-child relationships during co-residence differ between parents of Generation Xer young adults (born between 1965-1980) and Millennial young adults (born between 1981-1996). Additionally, I examine gender differences between these two generational cohorts. My findings offer support that intergenerational relationships are not necessary closer, but look different for parents of Millennials as compared to Generation Xers. I also find that there are significant gender differences between mothers and fathers of Generation Xers versus those of Millennials. I find that mothers of Generation Xers report more time shared with co-residing young adults and increased frequency of perceived emotional support from their child than fathers; yet, fathers of Millennials report more perceived support than mothers. I suggest these findings offer support for the notion that gendered roles play out into young adulthood and potentially have more flexibility for fathers across time. As the economic and social landscape continues to change and present more uncertainty, family relationships become a form of social security; thus it becomes increasingly important to understand these dynamics. My findings are significant as they contribute to a better understanding of parent-child relationships over time and offer discussion on the potential implications. Close

• 86. [Article] Mediating Academic Success: Race, Class, Gender and Community College Persistence

  Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining ...

  Citation × Citation Citation Abstract Copy Title: Mediating Academic Success: Race, Class, Gender and Community College Persistence Author: Esparza, Schaylee Marie Year: 2014 Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence. Title: Mediating Academic Success: Race, Class, Gender and Community College Persistence Author: Esparza, Schaylee Marie Year: 2014 Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence. Close

• 87. [Article] A Picture is Worth a Thousand Words: a Content Analysis of Self-Inflicted Face-ism on Instagram

  The purpose of this study was to explore potential gendered stereotypes by examining the facial prominence of male and female celebrities’ social media images. The face-ism theory evaluates the facial ...

  Citation × Citation Citation Abstract Copy Title: A Picture is Worth a Thousand Words: a Content Analysis of Self-Inflicted Face-ism on Instagram Author: Powell, Madeline Year: 2016 The purpose of this study was to explore potential gendered stereotypes by examining the facial prominence of male and female celebrities’ social media images. The face-ism theory evaluates the facial prominence of a depiction; higher facial prominence prompts viewers of media to assume the person they are observing is more intelligent and more likeable in general. In previous research men had higher facial prominence than women, which calls in to question the perpetuation of gendered stereotypes in media. This research is a content analysis of 300 self-selected Instagram photos, posted by the top 30 followed men and women celebrities on Instagram. The images were analyzed to test differences in facial prominence using the face-ism index to measure the head-body ratio of the men and women. The popularity of the images and the occupation of the celebrity were also coded. The results of this study found no difference in facial prominence between men and women, suggesting that celebrities' self-selected images do not replicate the gender-biased facial prominence seen in images that are selected for the celebrity in marketing, advertising, and film. However, facial prominence for both female and male celebrities was very low compared to other studies. This study also found that occupation and popularity have no relationship to the level of facial prominence. The implications for new media in regard to the face-ism theory should be explored further in additional research. Title: A Picture is Worth a Thousand Words: a Content Analysis of Self-Inflicted Face-ism on Instagram Author: Powell, Madeline Year: 2016 The purpose of this study was to explore potential gendered stereotypes by examining the facial prominence of male and female celebrities’ social media images. The face-ism theory evaluates the facial prominence of a depiction; higher facial prominence prompts viewers of media to assume the person they are observing is more intelligent and more likeable in general. In previous research men had higher facial prominence than women, which calls in to question the perpetuation of gendered stereotypes in media. This research is a content analysis of 300 self-selected Instagram photos, posted by the top 30 followed men and women celebrities on Instagram. The images were analyzed to test differences in facial prominence using the face-ism index to measure the head-body ratio of the men and women. The popularity of the images and the occupation of the celebrity were also coded. The results of this study found no difference in facial prominence between men and women, suggesting that celebrities' self-selected images do not replicate the gender-biased facial prominence seen in images that are selected for the celebrity in marketing, advertising, and film. However, facial prominence for both female and male celebrities was very low compared to other studies. This study also found that occupation and popularity have no relationship to the level of facial prominence. The implications for new media in regard to the face-ism theory should be explored further in additional research. Close

• 88. [Article] Can Protected Bike Lanes Help Close the Gender Gap in Cycling? Lessons from Five Cities

  Even in areas with increased levels of bicycling, there remains a significant “gender gap” in bicycling in the United States, in contrast to many other countries with high rates of bicycling. The primary ...

  Citation × Citation Citation Abstract Copy Title: Can Protected Bike Lanes Help Close the Gender Gap in Cycling? Lessons from Five Cities Author: Dill, Jennifer, Goddard, Tara, Monsere, Christopher, McNeil, Nathan Year: 2014 Even in areas with increased levels of bicycling, there remains a significant “gender gap” in bicycling in the United States, in contrast to many other countries with high rates of bicycling. The primary objective of this paper was to explore whether protected bike lanes could help reduce the gender gap. To do so, the authors used survey data from a comprehensive evaluation of protected bike lanes in five large U.S. cities (Austin, TX, Chicago, IL, Portland, OR, San Francisco, CA, and Washington, DC) that included survey responses of 1,111 intercepted bicyclists and 2,283 residents. Both men and women overwhelmingly felt that the lanes increased their safety while riding in them. On several measures of safety and comfort, women bicyclists using the lanes did have significantly more positive associations with the protected lanes than men. A survey of residents, which included people who do and do not bicycle, revealed that women generally feel less comfortable than men bicycling on roadways, though the addition of some physical separation to a striped bike lane, does increase stated levels of comfort to a level that might increase rates of bicycling. Overall, women were also more likely to indicate that the new protected lane had increased their overall levels of bicycling. Analysis of the demographics of the intercepted bicyclists revealed differences between men and women that point to the challenge of increasing women’s rates of bicycling, primarily that the women intercepted bicycling were much less likely than men to have children. Title: Can Protected Bike Lanes Help Close the Gender Gap in Cycling? Lessons from Five Cities Author: Dill, Jennifer, Goddard, Tara, Monsere, Christopher, McNeil, Nathan Year: 2014 Even in areas with increased levels of bicycling, there remains a significant “gender gap” in bicycling in the United States, in contrast to many other countries with high rates of bicycling. The primary objective of this paper was to explore whether protected bike lanes could help reduce the gender gap. To do so, the authors used survey data from a comprehensive evaluation of protected bike lanes in five large U.S. cities (Austin, TX, Chicago, IL, Portland, OR, San Francisco, CA, and Washington, DC) that included survey responses of 1,111 intercepted bicyclists and 2,283 residents. Both men and women overwhelmingly felt that the lanes increased their safety while riding in them. On several measures of safety and comfort, women bicyclists using the lanes did have significantly more positive associations with the protected lanes than men. A survey of residents, which included people who do and do not bicycle, revealed that women generally feel less comfortable than men bicycling on roadways, though the addition of some physical separation to a striped bike lane, does increase stated levels of comfort to a level that might increase rates of bicycling. Overall, women were also more likely to indicate that the new protected lane had increased their overall levels of bicycling. Analysis of the demographics of the intercepted bicyclists revealed differences between men and women that point to the challenge of increasing women’s rates of bicycling, primarily that the women intercepted bicycling were much less likely than men to have children. Close

• 89. [Article] Intrapopulation Sex Ratio Variation in the Salt Grass Distichlis spicata

  In many dioecious plant populations, males and females appear to be spatially segregated, a pattern that is difficult to explain given its potentially high costs. However, in asexually propagating species, ...

  Citation × Citation Citation Abstract Copy Title: Intrapopulation Sex Ratio Variation in the Salt Grass Distichlis spicata Author: Eppley, Sarah M., Stanton, Maureen L., Grosberg, Richard K. Year: 1998 In many dioecious plant populations, males and females appear to be spatially segregated, a pattern that is difficult to explain given its potentially high costs. However, in asexually propagating species, spatial segregation of the sexes may be indistinguishable from superficially similar patterns generated by random establishment of a few genets followed by extensive clonal spread and by gender-specific differences in rates of clonal spread. In populations where a significant fraction of individuals are not flowering and gender cannot be assigned to this fraction, apparent spatial segregation of the sexes may be due to differential flowering between the sexes. We confirm reports that flowering ramets of the clonal, perennial grass Distichlis spicata are spatially segregated by sex. We extend these studies in two fundamental ways and demonstrate that this species exhibits true spatial segregation of the sexes. First, using RAPD markers, we estimated that at least 50% of ramets in patches with biased sex ratios represent distinct genotypes. Second, we identified a RAPD marker linked to female phenotype (eliminating the possibility that gender is environmentally determined) and used it to show that the majority of patches exhibit significantly biased sex ratios for both ramets and genets, regardless of flowering status. Title: Intrapopulation Sex Ratio Variation in the Salt Grass Distichlis spicata Author: Eppley, Sarah M., Stanton, Maureen L., Grosberg, Richard K. Year: 1998 In many dioecious plant populations, males and females appear to be spatially segregated, a pattern that is difficult to explain given its potentially high costs. However, in asexually propagating species, spatial segregation of the sexes may be indistinguishable from superficially similar patterns generated by random establishment of a few genets followed by extensive clonal spread and by gender-specific differences in rates of clonal spread. In populations where a significant fraction of individuals are not flowering and gender cannot be assigned to this fraction, apparent spatial segregation of the sexes may be due to differential flowering between the sexes. We confirm reports that flowering ramets of the clonal, perennial grass Distichlis spicata are spatially segregated by sex. We extend these studies in two fundamental ways and demonstrate that this species exhibits true spatial segregation of the sexes. First, using RAPD markers, we estimated that at least 50% of ramets in patches with biased sex ratios represent distinct genotypes. Second, we identified a RAPD marker linked to female phenotype (eliminating the possibility that gender is environmentally determined) and used it to show that the majority of patches exhibit significantly biased sex ratios for both ramets and genets, regardless of flowering status. Close

• 90. [Article] The Socialization of Women and Its Effect on the Wage Gap Within the United States

  President Kennedy signed The Equal Pay Act in 1963, a time when women were making an average of 59 cents on the dollar compared to men. 49 years later, that value has only risen 17.5 cents. If the current ...

  Citation × Citation Citation Abstract Copy Title: The Socialization of Women and Its Effect on the Wage Gap Within the United States Author: Lawrence, Kaitlin Year: 2014 President Kennedy signed The Equal Pay Act in 1963, a time when women were making an average of 59 cents on the dollar compared to men. 49 years later, that value has only risen 17.5 cents. If the current rate of progress continues at the same pace, it is projected that the wage gap will cease to exist by the year 2057; 94 years after The Equal Pay Act was established. Politicians, economists and women’s rights activists, among others question what must be done to bridge the wage gap and how has it continued to be perpetuated for so long. I argue that it is the socialization of women, specifically women’s gender roles, which account for the majority of the problem. The first section of this paper introduces the concept of social construction in regards to gender, following the path from early childhood development into adulthood. The second section explores the breakdown of the long term economic loss for women as well as the stereotypes that continue to undercut their worth. Finally, I demonstrate that, due to socialization, women continue to accept these roles and surprisingly, also accept the income disparity that comes along with them, rather than fighting for what they deserve. In order for income equality to be reached, there must be a drastic change in gender norms as well as the socialization of both women and men. Title: The Socialization of Women and Its Effect on the Wage Gap Within the United States Author: Lawrence, Kaitlin Year: 2014 President Kennedy signed The Equal Pay Act in 1963, a time when women were making an average of 59 cents on the dollar compared to men. 49 years later, that value has only risen 17.5 cents. If the current rate of progress continues at the same pace, it is projected that the wage gap will cease to exist by the year 2057; 94 years after The Equal Pay Act was established. Politicians, economists and women’s rights activists, among others question what must be done to bridge the wage gap and how has it continued to be perpetuated for so long. I argue that it is the socialization of women, specifically women’s gender roles, which account for the majority of the problem. The first section of this paper introduces the concept of social construction in regards to gender, following the path from early childhood development into adulthood. The second section explores the breakdown of the long term economic loss for women as well as the stereotypes that continue to undercut their worth. Finally, I demonstrate that, due to socialization, women continue to accept these roles and surprisingly, also accept the income disparity that comes along with them, rather than fighting for what they deserve. In order for income equality to be reached, there must be a drastic change in gender norms as well as the socialization of both women and men. Close