Interspersing additional, brief items to influence the choice behavior of students with behavioral and emotional disabilities to complete grammar assignments

Students with emotional and behavioral disabilities often exhibit inappropriate behaviors, and many also experience problems related to academic skill development and achievement. Academic skill deficits and inappropriate behaviors may be related. Students who experience academic difficulties may be more likely than their peers to engage in inappropriate behaviors to escape or avoid academic demands. Furthermore, students who engage in inappropriate behaviors are choosing not to engage in academic activities, which may serve to create or exacerbate academic achievement or skill deficits. The current study attempts to extend research suggesting that interspersing relatively brief items throughout an assignment, therefore increasing item completion rate, may increase the probability of students choosing to work on that assigmnent without compromising the accuracy and educational significance of the assigmnent. Thirty-two students identified as having emotional disturbance were each exposed to two grammar assignments. A control assignment contained a number of paragraphs that students were required to copy and punctuate. An experimental assignment was designed to be equivalent, but also contained additional, brief paragraphs interspersed throughout the assigmnent. Students worked on each assignment for 15 minutes and then ranked the assignments with regard to time, effort, and difficulty. Additionally, students were asked to choose either a control or interspersal assignment to complete for homework

Feasibility of Hair Collection for Cortisol Measurement in Population Research on Adolescent Health

Background: Black–White disparities in adolescent health are widespread and thought to be explained, in part, by exposure to chronic stress. Cortisol assayed from hair is increasingly recognized as a valid and reliable measure for chronic physiological stress, but the feasibility of collecting hair among large probability samples of diverse adolescents is unknown. Purpose: The aim of the study was to investigate participation in hair collection for cortisol analyses in a probability sample of racially and socioeconomically diverse adolescents, including the extent to which sociodemographic factors and adverse exposures were associated with participation. Methods: The study included a probability sample of 516 adolescents conducted in conjunction with a prospective cohort study on adolescent health. Data were collected over 1 week via in-home interviews, ecological momentary assessment, global positioning system methods, and in-home hair collection at the end of the week. Results: Of the 516 eligible youth, 471 (91.3%) participated in the hair collection. Of the 45 youth who did not provide hair samples, 18 had insufficient hair, 25 refused, and 2 did not participate for unknown reasons. Multivariable logistic regression results indicated that non-Hispanic Black youth were less likely than their non-Hispanic White peers to participate due to insufficient hair or refusal (OR = 0.24, 95% CI [0 .09, 0.60]). Despite lower rates of participation, the proportion of Black youth in the participating sample was representative of the study area. No significant differences in participation were found by other sociodemographic characteristics or adverse exposures. Conclusions: Hair collection for cortisol measurement is feasible among a probability sample of racially and socioeconomically diverse adolescents. Hair cortisol analyses may accelerate research progress to understand the biological and psychosocial bases of health disparities

Beyond the Lone Hero: Providing Supports for New Teachers in High-Needs Schools

This essay examines the activities and challenges encountered in a partnership between a faculty of education and a local school board in Toronto, Canada. The goal was to address concerns over a 40% drop-out rate amongst Black students in the Toronto District School Board. Teachers were to identify areas of concern, and to use university resources to investigate and improve work with students. Initially, findings were disappointing, teachers often felt isolated working on their own, and some administrators perceived the project as disruptive to the overall running of the school. Faculty came to the realization that to help support their own graduates they needed to shift priorities from research to providing opportunities for dialogue, and to acknowledge the positions and perspectives of a variety of participants in the system

Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education

Lack of access to gifted education is prevalent, yet preventable for Black and Hispanic students. Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. In this article, the authors share data on under-representation in the U.S., along with contributing factors and recommendations. They rail against both ignorance and indifference explanations, calling instead for accountability and deliberate efforts to desegregate gifted education with both excellence and equity as the driving force. We define equity as being fair, responsive, and impartial, especially for those who have the fewest resources and least advocacy, and who have experienced structural inequality due to historical exclusion.  We hope readers will learn from the U.S. context and use that which is relevant for their nation’s context

West Virginia Herbaria: Status, Updates, and Plans

The West Virginia (U.S.A.) Herbarium Curators met on December 1st, 2021, with the intent of sharing updates on the collections, fostering collaboration, learning from each other\u27s experiences, and identifying priorities for the collections towards the future. This article presents a summary of the herbaria that were represented in this meeting

Preserving Innocence: Ending Perceived Adultification and Toxic Masculinity Toward Black Boys

As early as the age of ten, Black boys are viewed as older, guilty until proven innocent by law enforcement (including school resource officers), and encounter a myriad of adverse racialized academic and social experiences (e.g., explicit and implicit biases) (Goff et al., 2014; Noguera, 2008). Dancy (2014) noted how Trayvon Martin, a Black male teen murdered for essentially being seen as threatening and intimidating, was viewed as adult-aged, deviant, troubled, and shiftless. Moreover, Black boys are expected to express minimum “signs” of weakness, vulnerability, and/or sensitivity. The aforementioned social persona may contribute to young Black men and boys not feeling comfortable talking about their feelings and emotional distresses or even seeking professional help, when needed. Generally speaking, many young Black men and boys struggle with emotional vulnerability and choose to avoid or resist any attempts to examine their emotional experiences. Thus, it is important to note that the absence of healthy emotional support channels to process and disclose their feelings may lead to negative life outcomes, such as depression, cardiac arrest, and a shorter lifespan (Ford, 2020). In this article, we discuss the historical and contemporary contexts of adultification of young Black boys; present two vignettes to show examples of how boys are adultified; examine how toxic masculinity may prevent healthy relationships and emotional expressions for Black boys; and offer specific recommendations to educators and families

Culturally Responsive Postsecondary Readiness Practices for Black Males: Practice and Policy Recommendations for School Counselors

Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed

From a Bag Lunch to a Buffet: A Case Study of a Low-Income African American Academy’s Vision of Promoting College and Career Readiness in the United States

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school