Diversity Issues: Exploring “Critical” Through Multiple Lenses

The Problem Social identity diversity is a concept that links an individual to the social world and to other contexts where interactions occur. However, issues that emerge from social identity diversity may not necessarily be viewed as mono-causal, or based on a single form of difference. Because some individuals may experience simultaneously multiple forms of difference that causes oppression, frameworks are needed to critically analyze how these individuals navigate the complexities of their social identities to gain acceptance, satisfaction, and high levels of performance.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

A Comparison of Bias Reduction Methods:Clustering versus Propensity Score Subclassification and Weighting

Propensity score (PS) adjustments have become popular methods used to improve estimates of treatment effects in quasi-experiments. Although researchers continue to develop PS methods, other procedures can also be effective in reducing selection bias. One of these uses clustering to create balanced groups. However, the success of this new method depends on its efficacy compared to that of the existing methods. Therefore, this comparative study used experimental and nonexperimental data to examine bias reduction, case retention, and covariate balance in the clustering method, PS subclassification, and PS weighting. In general, results suggest that the cluster-based methods reduced at least as much bias as the PS methods. Under certain conditions, the PS methods reduced more bias than the cluster-based method, and under other conditions the cluster-based methods were more advantageous. Although all methods were equally effective in retaining cases and balancing covariates, other data-specific conditions may likely favor the use of a cluster-based approach

Learning About Language Through Inquiry-Based Discussion

The field of literacy studies has seen decades of calls for scholarship and instruction that address issues of dialect diversity, identity, and power but few empirical studies that document students’ engagement in classroom activities designed to address these issues. The goal of this article is to describe how three bidialectal African American high school students learned about language variation, identity, and power through their participation in a small-group, inquiry-based discussion. The authors’ description analyzes both the learning opportunities and limitations provided by the design of the inquiry-based discussion and also the content learning about the English language that was evidenced by the students’ talk. The findings suggest that inquiry-based discussions, when driven by carefully worded questions, can lead to robust student learning about language variation and can engage students in authentic disciplinary problem posing

Effectiveness of different models of case management for substance-abusing populations.

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