Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K–3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions

Amultidimensional examination of children’s endorsement of gender stereotypes

The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 (N = 403) compared children’s ability and category beliefs using a set of gender-neutral skill items. Study 2 (N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 (N = 974) furthered our understanding of the construct dimension by comparing children’s interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes

Investigating Biotic Interactions in Deep Time

Recent renewed interest in using fossil data to understand how biotic interactions have shaped the evolution of life is challenging the widely held assumption that long-term climate changes are the primary drivers of biodiversity change. New approaches go beyond traditional richness and co-occurrence studies to explicitly model biotic interactions using data on fossil and modern biodiversity. Important developments in three primary areas of research include analysis of (i) macroevolutionary rates, (ii) the impacts of and recovery from extinction events, and (iii) how humans (Homo sapiens) affected interactions among non-human species. We present multiple lines of evidence for an important and measurable role of biotic interactions in shaping the evolution of communities and lineages on long timescales.Peer reviewe

Late quaternary biotic homogenization of North American mammalian faunas

Biotic homogenization-increasing similarity of species composition among ecological communities-has been linked to anthropogenic processes operating over the last century. Fossil evidence, however, suggests that humans have had impacts on ecosystems for millennia. We quantify biotic homogenization of North American mammalian assemblages during the late Pleistocene through Holocene (similar to 30,000 ybp to recent), a timespan encompassing increased evidence of humans on the landscape (similar to 20,000-14,000 ybp). From similar to 10,000 ybp to recent, assemblages became significantly more homogenous (>100% increase in Jaccard similarity), a pattern that cannot be explained by changes in fossil record sampling. Homogenization was most pronounced among mammals larger than 1 kg and occurred in two phases. The first followed the megafaunal extinction at similar to 10,000 ybp. The second, more rapid phase began during human population growth and early agricultural intensification (similar to 2,000-1,000 ybp). We show that North American ecosystems were homogenizing for millennia, extending human impacts back similar to 10,000 years.Peer reviewe

Late quaternary biotic homogenization of North American mammalian faunas

Biotic homogenization-increasing similarity of species composition among ecological communities-has been linked to anthropogenic processes operating over the last century. Fossil evidence, however, suggests that humans have had impacts on ecosystems for millennia. We quantify biotic homogenization of North American mammalian assemblages during the late Pleistocene through Holocene (similar to 30,000 ybp to recent), a timespan encompassing increased evidence of humans on the landscape (similar to 20,000-14,000 ybp). From similar to 10,000 ybp to recent, assemblages became significantly more homogenous (>100% increase in Jaccard similarity), a pattern that cannot be explained by changes in fossil record sampling. Homogenization was most pronounced among mammals larger than 1 kg and occurred in two phases. The first followed the megafaunal extinction at similar to 10,000 ybp. The second, more rapid phase began during human population growth and early agricultural intensification (similar to 2,000-1,000 ybp). We show that North American ecosystems were homogenizing for millennia, extending human impacts back similar to 10,000 years.Peer reviewe

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

Teachers’ Gender-Role Attitudes and Gendered Classroom Practices

This study used an online survey in the U.S. to examine Pre-K, 2nd, and 5th grade (N = 539) teachers’ (81% white; 94% female) gendered classroom practices (i.e., promotion of gender salience, gender segregation, gender integration) as well as the effects of gender-role attitudes on these practices. The promotion of gender salience entailed practices such as the use of gender labels and setting up competitions between boys and girls. The promotion of gender segregation entailed practices facilitating same-gender student interactions whereas the promotion of gender integration entailed practices facilitating mixed-gender interactions. Teachers reported making gender salient a few times a month, frequently promoting gender integration, and infrequently promoting gender segregation. Preschool teachers promoted gender salience and gender segregation less often than elementary school teachers. Teachers were more likely to assign students to mixed-sex groups than to same-sex groups for the following reasons: students need experience with other-sex (vs. same-sex) students; it is an efficient and easy way to group students; and, it cuts down on discipline problems. On average, teachers held egalitarian gender-role attitudes. Holding more traditional gender-role attitudes was positively associated with the promotion of gender salience and gender segregation; however, there was no relation between gender-role attitudes and the promotion of gender integration. These findings have implications for classroom practices and teacher professional development, and for the promotion of gender diverse experiences in the classroom

Quantifying gender norm resistance

Introduction: Qualitative and mixed-methods researchers have described the experience of gender norm resistance in adolescence and identified potential types of resistance including indirect resistance (motivated by a preference for gender-atypicality) and direct resistance (motivated by dislike of gender norms and a desire to change them). Building on this work, we developed the Gender Norm Resistance measure to operationalize indirect and direct gender norm resistance. We explored how gender norm resistance aligns with and differs from other gender self-concepts (e.g., felt pressure to conform to gender norms) and peer relations (e.g., contact with peers) and tested for gender differences. Methods: Participants included 484 early adolescents (girls = 234; Mage = 11.44 years, SD = 0.56). Analyses included factor analyses (EFA, CFA) and bivariate correlations to gather validity evidence, and ANOVAs to determine mean level differences. Results: Evidence that validated using the proposed measure as intended was found including confirmation of the two types of gender norm resistance (indirect and direct). Mean differences were found across participant gender as well as across types of gender norm resistance. Conclusions: The findings highlight the strengths and weaknesses of the Gender Norm Resistance measure, the different ways adolescents experience indirect and direct gender norm resistance, and the limited role of felt pressure in gender norm resistance.</p

Quantifying gender norm resistance

Qualitative and mixed-methods researchers have described the experience of gender norm resistance in adolescence and identified potential types of resistance including indirect resistance (motivated by a preference for gender-atypicality) and direct resistance (motivated by dislike of gender norms and a desire to change them). Building on this work, we developed the Gender Norm Resistance measure to operationalize indirect and direct gender norm resistance. We explored how gender norm resistance aligns with and differs from other gender self-concepts (e.g., felt pressure to conform to gender norms) and peer relations (e.g., contact with peers) and tested for gender differences. Participants included 484 early adolescents (girls = 234; M  = 11.44 years, SD = 0.56). Analyses included factor analyses (EFA, CFA) and bivariate correlations to gather validity evidence, and ANOVAs to determine mean level differences. Evidence that validated using the proposed measure as intended was found including confirmation of the two types of gender norm resistance (indirect and direct). Mean differences were found across participant gender as well as across types of gender norm resistance. The findings highlight the strengths and weaknesses of the Gender Norm Resistance measure, the different ways adolescents experience indirect and direct gender norm resistance, and the limited role of felt pressure in gender norm resistance. [Abstract copyright: Copyright © 2020 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.