Reproductive Justice Disrupted: Mass Incarceration as a Driver of Reproductive Oppression

We describe how mass incarceration directly undermines the core values of reproductive justice and how this affects incarcerated and nonincarcerated women. Mass incarceration, by its very nature, compromises and undermines bodily autonomy and the capacity for incarcerated people to make decisions about their reproductive well being and bodies; this is done through institutionalized racism and is disproportionately done to the bodies of women of color. This violates the most basic tenets of reproductive justice—the right to have a child, not to have a child, and to parent the children you have with dignity and in safety. By undermining motherhood and safe pregnancy care, denying access to abortion and contraception, and preventing people from parenting their children at all and by doing so in over-policed, unsafe environments, mass incarceration has become a driver of forms of reproductive oppression for people in prison and jails and in the community

Emerging Bicultural Views of Fatherhood: Perspectives of Puerto Rican Fathers

Puerto Rican fathers remain an understudied population despite the growing Latino community in the U.S. Understanding how Puerto Rican fathers perceive their roles as fathers can inform our conceptualization of their engagement with children as well as the development of culturally-specific parenting interventions. In this qualitative study, focus groups were conducted with Puerto Rican men to identify their perceptions of their role as a father and how individual, child, and cultural influences may relate to these roles. Parenting roles identified by fathers in the study were: being there, maintaining open communication, building confidence, preparing for adulthood, teaching culture/values, and providing a role model for their children. The study also explored father and child characteristics, history with their own father, and a hybrid cultural perspective as influences on Puerto Rican fathers’ perceptions of their parenting roles. Due to the increasing population of Puerto Rican and other Latino sub-groups, providers and social workers working with Puerto Rican families should understanding the perceived parenting roles within families to better engage and support fathers and families within this growing population

A Call to Action: Person-Centered Care Aligned with Reproductive Justice for Incarcerated Pregnant People with Substance Use Disorder

Although research has proven that jails and prisons are ineffective in preventing or reducing substance use among pregnant people, the USA continues to rely heavily on the criminal legal system as its intervention. Pregnant people with an opioid use disorder are more likely to experience incarceration than pregnant people without an opioid use disorder. In some states, pregnant people are transported from jail to prison through the process of safekeeping in order to receive physical or mental health care that the jail does not provide, despite conviction status. When pregnant and postpartum safekeepers with an opioid use disorder experience incarceration, they face barriers related to continuity of physical and behavioral health care, have limited access to maternal-infant attaching opportunities at delivery, and are at risk for an opioid-related overdose upon release. This commentary describes clinical care challenges that impact the reproductive health needs of pregnant safekeepers with an opioid use disorder and offers solution-focused innovations to reduce harm. Such solutions include uninterrupted optimal dosing of medication and integrated prenatal clinics, specialized substance use disorder treatment, and opportunities to integrate lactation programs and perinatal dyadic-focused services

The Effect of Token Economies on Student Behavior in the Preschool Classroom: A Meta-Analysis

There has been a recent push in the literature to identify and use more evidence-based practices for positive behavioral supports for challenging student behaviors in the classroom environment. Further, interest in targeting early education environments such as preschool has been growing given the persistence of behavioral difficulties in the absence of early and effective intervention (Campbell & Ewing, 1990; Kazdin, 1987; Powell et al., 2006; Stormont, 2002). Two previous meta-analyses (Maggin et al., 2011; Soares et al., 2016) provided some initial support for effectiveness of token economies with challenging student behavior; however, the inclusion of the preschool setting was limited and both studies used older versions of design standards to evaluate the quality of studies in the literature. The present study served to extend those meta-analyses by targeting preschool classrooms. Further, the current study included the most recent What Works Clearinghouse Design Standards to evaluate whether token economies meet criteria as an evidence-based practice. Ten studies were included in the final analyses. Two sets of effect sizes were calculated: Baseline-Corrected Tau and Hedge’s g. An omnibus effect size showed an overall large effect; however, similar to previous meta-analyses, several methodological concerns were identified. Moderator analyses for several variables were conducted; however, no moderator analyses were significant. Limitations and future directions were discussed

Between the Post and the Com-Post:Examining the Postdigital ‘Work’ of a Prefix

In examining the work of the prefix ‘post’, we aim to contribute to the current postdigital dialogue. Our paper does not provide a rationale for the use of ‘postdigital’ in the title of this journal: that has been thoroughly explored elsewhere. We want instead to consider the work the prefix might do. We look at ‘post’, as it appears to ‘act’ in the terms of ‘postmodernism’ and ‘posthumanism’, suggesting that modernism and humanism are in need of questioning and reworking. We also examine what gets ‘post-ed’, or sometimes ‘com-posted’. (Com- is another interesting prefix, meaning ‘with’.) We then consider how these inquiries inform our understanding of a ‘postdigital reality’ that humans now inhabit. We understand this as a space of learning, struggle, and hope, where ‘old’ and ‘new’ media are now ‘cohabiting artefacts’ that enmesh with the economy, politics and culture. In entering this postdigital age, there really is no turning back from a convergence of the traditional and the digital. However, this is not simply a debate about technological and non-technological media. The postdigital throws up new challenges and possibilities across all aspects of social life. We believe this opens up new avenues too, for considering ways that discourse (language-in-use) shapes how we experience the postdigital

Supporting Less-Proficent Writers through Linguistically-Aware Teaching

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Whilst historically there has been a widespread consensus that teaching grammar has no impact on students’ attainment in writing, more recent research suggests that where a functionally-oriented approach to grammar is meaningfully embedded within the teaching of writing, significant improvements in writing can be secured. A recent study ((Myhill et al 2012), using a functionally-oriented approach, which found a statistically significant positive effect of such an approach, also found that the approach appeared to benefit higher-attaining writers more than lower-attaining writers. The study reported here set out to investigate specifically whether functionally-oriented approach to teaching grammar in the context of writing might support less proficient writers. A quasi-experimental design was adopted, repeating the principles of the parent study but with the intervention adapted to meet the identified writing needs of less proficient writers. The statistical analysis indicated a positive effect for the intervention group (p<0.05), and an effect size of 0.33 on students’ sentence structure and punctuation. The study demonstrates that explicit attention to grammar within the teaching of writing can support learners in developing their writing, but taken with the parent study, it also highlights that pedagogical choices need to be well-matched to writers’ needs.This parent study referred to in this article was supported by the Economic and Social Research Council.Funding Agency under Grant ES/FO15313/1. The study reported in this article was funded by Pearson

Interpreting the Si II and C II line spectra from the COS Legacy Spectroscopic SurveY using a virtual galaxy from a high-resolution radiation-hydrodynamic simulation

Observations of low-ionization state (LIS) metal lines provide crucial insights into the interstellar medium of galaxies, yet, disentangling the physical processes responsible for the emerging line profiles is difficult. This work investigates how mock spectra generated using a single galaxy in a radiation-hydrodynamical simulation can help us interpret observations of a real galaxy. We create 22,500 C II and Si II spectra from the virtual galaxy at different times and through multiple lines of sight and compare them with the 45 observations of low-redshift star-forming galaxies from the COS Legacy Spectroscopic SurveY (CLASSY). We find that the mock profiles provide accurate replicates to the observations of 38 galaxies with a broad range of stellar masses ($10^6$ to $10^9$ $M_\odot$) and metallicities (0.02 to 0.55 $Z_\odot$). Additionally, we highlight that aperture losses explain the weakness of the fluorescent emission in several CLASSY spectra and must be accounted for when comparing simulations to observations. Overall, we show that the evolution of a single simulated galaxy can produce a large diversity of spectra whose properties are representative of galaxies of comparable or smaller masses. Building upon these results, we explore the origin of the continuum, residual flux, and fluorescent emission in the simulation. We find that these different spectral features all emerge from distinct regions in the galaxy's ISM, and their characteristics can vary as a function of the viewing angle. While these outcomes challenge simplified interpretations of down-the-barrel spectra, our results indicate that high-resolution simulations provide an optimal framework to interpret these observations.Comment: Accepted for publication in Ap

A guide for social science journal editors on easing into open science

Journal editors have a large amount of power to advance open science in their respective fields by incentivising and mandating open policies and practices at their journals. The Data PASS Journal Editors Discussion Interface (JEDI, an online community for social science journal editors: www.dpjedi.org) has collated several resources on embedding open science in journal editing (www.dpjedi.org/resources). However, it can be overwhelming as an editor new to open science practices to know where to start. For this reason, we created a guide for journal editors on how to get started with open science. The guide outlines steps that editors can take to implement open policies and practices within their journal, and goes through the what, why, how, and worries of each policy and practice. This manuscript introduces and summarizes the guide (full guide: https://doi.org/10.31219/osf.io/hstcx)

CLASSY VIII: Exploring the Source of Ionization with UV ISM diagnostics in local High-zz Analogs

In the current JWST era, rest-frame UV spectra play a crucial role in enhancing our understanding of the interstellar medium (ISM) and stellar properties of the first galaxies in the epoch of reionization (EoR, $z>6$). Here, we compare well-known and reliable optical diagrams sensitive to the main ionization source (i.e., star formation, SF; active galactic nuclei, AGN; shocks) to UV counterparts proposed in the literature - the so-called ``UV-BPT diagrams'' - using the HST COS Legacy Archive Spectroscopic SurveY (CLASSY), the largest high-quality, high-resolution and broad-wavelength range atlas of far-UV spectra for 45 local star-forming galaxies. In particular, we explore where CLASSY UV line ratios are located in the different UV diagnostic plots, taking into account state-of-the-art photoionization and shock models and, for the first time, the measured ISM and stellar properties (e.g., gas-phase metallicity, ionization parameter, carbon abundance, stellar age). We find that the combination of C III] $\lambda\lambda$1907,9 He II $\lambda1640$ and O III] $\lambda$1666 can be a powerful tool to separate between SF, shocks and AGN at sub-solar metallicities. We also confirm that alternative diagrams without O III] $\lambda$1666 still allow us to define a SF-locus with some caveats. Diagrams including C IV $\lambda\lambda$1548,51 should be taken with caution given the complexity of this doublet profile. Finally, we present a discussion detailing the ISM conditions required to detect UV emission lines, visible only in low gas-phase metallicity (12+log(O/H) $\lesssim8.3$) and high ionization parameter (log($U$) $\gtrsim-2.5$) environments. Overall, CLASSY and our UV toolkit will be crucial in interpreting the spectra of the earliest galaxies that JWST is currently revealing.Comment: 31 pages, submitted to ApJ, comments welcom

A Guide for Social Science Journal Editors on Easing into Open Science

Journal editors have a large amount of power to advance open science in their respective fields by incentivising and mandating open policies and practices at their journals. The Data PASS Journal Editors Discussion Interface (JEDI, an online community for social science journal editors: www.dpjedi.org) has collated several resources on embedding open science in journal editing (www.dpjedi.org/resources). However, it can be overwhelming as an editor new to open science practices to know where to start. For this reason, we created a guide for journal editors on how to get started with open science. The guide outlines steps that editors can take to implement open policies and practices within their journal, and goes through the what, why, how, and worries of each policy and practice. This manuscript introduces and summarizes the guide (full guide: https://osf.io/hstcx).<br/