Priming for gender-blindness

Access to thesis permanently restricted to Ball State community onlyWomen in traditionally male-typed domains tend to be evaluated more negatively than their male counterparts (Rudman, Moss-Racusin, Glick, & Phelan, 2012) due to persistent, deeply ingrained cultural beleifs about the roles males and females should occupy (Rudman, Moss-Racusin, Phelan, & Nauts, 2012). Diversity idelogies based on either ignoring gender differences (gender-blindness) or acknowledging gender differences (gender-awareness), respectively, have developed as strategies for reducing such gender biases (Koenig & Richeson, 2010), with gender-blindness being more effective for reducing stereotypes about women in male-typed domains (Martin & Phillips, in press). Because it remains unclear how it interacts with gender prejudice in a workplace setting, the present study experimetnally examined whether gender-blindness, compared to gender-awareness and a control, would better mitigate negative evaluations of a female expert in a male-typed domain. A total of 199 undergraduate students were randomly assigned to read about either gender-blindness, gender-awareness, or big data (control), and then were then randomly assigned to read about either a male or female computer science expert. Finally, all participants read a message from the expert recommending a programming language and then asked to evaluate the expert and their message. Results of a 3 PRIMING FOR GENDER-BLINDNESS 2 (gender-blindness v. gender-awareness v. control) by 2 (female expert v. male expert) factorial ANOVA reveleaded that evaluations of the male and female expert did not differ between participants primed with gender-blindness, gender-awareness, or a control topic. Future research may consider incorporating more domain-specific evaluations or using a non-student sample.Department of Psychological ScienceThesis (M.A.

Preliminary efforts to evaluate an initiative introducing computation across the undergraduate physics curriculum

We report our preliminary efforts to evaluate a departmental project: the inclusion of computational methods across our undergraduate curriculum. Our overarching goal is for students to consider computational approaches as a "normal" way to solve physics problems, on par with analytical approaches. In this paper, we focus on our efforts to evaluate the development of our students' attitudes and self-efficacy with respect to key computational methods. We describe our efforts to develop and deploy a survey instrument students complete each semester. This allows us to study, e.g., the points in the curriculum at which students gain confidence with particular methods, or adopt more expert-like attitudes regarding computation in general. We investigated the reliability of our instrument using a split-half process and found the Spearman-Brown coefficients for unequal length were r = 0.818, r = 0.895, and r = 0.917 for the three constructs in our survey. We also provide preliminary data from the early use of the survey and outline next steps for the project

Symptoms Improve After a Yoga Program Designed for PTSD in a Randomized Controlled Trial With Veterans and Civilians

Objective: Although yoga shows promise as a treatment for posttraumatic stress disorder (PTSD), there are few randomized controlled trials that demonstrate significant benefits for individuals with PTSD. The present study addresses this need by comparing the effects of a holistic yoga program (HYP) to that of a wellness lifestyle program (WLP) on PTSD symptom severity with a randomized clinical trial. Method: The sample consisted of 209 participants (91.4% veterans; 66% male; 61.7% White) who met diagnostic criteria for PTSD at baseline. Participants were randomly assigned to attend one of the 2 weekly interventions for 16 weeks. The HYP consisted of yoga instruction, while the WLP consisted of didactics, discussions, and walking. PTSD severity was measured using the Clinician Administered PTSD Scale (CAPS-5) and the PTSD Checklist (PCL-5). Results: Analyses revealed that the HYP reduced PTSD severity measured by the CAPS-5 significantly more than the WLP at treatment end (mean difference = −5.4, effect size = 0.46, p < .001), but not at 7-month follow up (mean difference = −0.9, p = .603). Similarly, the HYP reduced PTSD severity measured by the PCL-5 significantly more than the WLP at treatment end (difference = −6.0, p = .001), but not at 7-month follow up (mean difference = −1.0, p = .682). Conclusion: Yoga may be an effective intervention for PTSD in addition to standard treatments. Future yoga trials should consider adding a social component to interventions or booster classes to maintain effects long term

Not Just Work-to-Family Conflict, But How you React to It Matters for Physical and Mental Health

Individuals with higher work-to-family conflict (WTFC) in general are more likely to report poorer physical and mental health. Less research, however, has examined the daily implications of WTFC, such as whether individuals' reactions to minor WTFC day-to-day (e.g., missing family dinner due to work obligation) are associated with health outcomes. We examined whether affective reactivity to daily WTFC was associated with poorer sleep, health behaviors, and mental health in a sample who may be particularly vulnerable to daily WTFC. Employed parents in the IT industry with adolescent-aged children (N = 118, M age = 45.01, 44.07 % female) reported daily WTFC and negative affect on 8 consecutive days, in addition to completing a survey that assessed sleep, health behaviors (smoking, drinking, exercise, fast food consumption), and psychological distress. Multilevel modeling outputted individual reactivity slopes by regressing daily negative affect on the day's WTFC. Results of general linear models indicated that affective reactivity to WTFC was associated with poorer sleep quality and higher levels of psychological distress - even when controlling for average daily negative affect on non-WTFC days. Individual differences in reactivity to daily WTFC have implications for health. Interventions aimed to reduce daily WTFC and reactivity to it are needed

Measurement in STEM education research: a systematic literature review of trends in the psychometric evidence of scales

Abstract Background The objective of this systematic review is to identify characteristics, trends, and gaps in measurement in Science, Technology, Engineering, and Mathematics (STEM) education research. Methods We searched across several peer-reviewed sources, including a book, similar systematic reviews, conference proceedings, one online repository, and four databases that index the major STEM education research journals. We included empirical studies that reported on psychometric development of scales developed on college/university students for the context of post-secondary STEM education in the US. We excluded studies examining scales that ask about specific content knowledge and contain less than three items. Results were synthesized using descriptive statistics. Results Our final sample included the total number of N = 82 scales across N = 72 studies. Participants in the sampled studies were majority female and White, most scales were developed in an unspecified STEM/science and engineering context, and the most frequently measured construct was attitudes. Internal structure validity emerged as the most prominent validity evidence, with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) being the most common. Reliability evidence was dominated by internal consistency evidence in the form of Cronbach’s alpha, with other forms being scarcely reported, if at all. Discussion Limitations include only focusing on scales developed in the United States and in post-secondary contexts, limiting the scope of the systematic review. Our findings demonstrate that when developing scales for STEM education research, many types of psychometric properties, such as differential item functioning, test–retest reliability, and discriminant validity are scarcely reported. Furthermore, many scales only report internal structure validity (EFA and/or CFA) and Cronbach’s alpha, which are not enough evidence alone. We encourage researchers to look towards the full spectrum of psychometric evidence both when choosing scales to use and when developing their own. While constructs such as attitudes and disciplines such as engineering were dominant in our sample, future work can fill in the gaps by developing scales for disciplines, such as geosciences, and examine constructs, such as engagement, self-efficacy, and perceived fit

A preliminary evaluation of leukocyte phospho-glucocorticoid receptor as a potential biomarker of depressogenic vulnerability in healthy adults

The mechanism of maladaptive chronic stress response involves altered phosphorylation of the glucocorticoid receptor (GR). In this study, we investigated if important depressogenic vulnerability factors, such as neuroticism and self-reports of negative affective states, may be associated with alterations in levels of the GR and GR phosphoisoforms in peripheral blood mononuclear cells (PBMC) of healthy adults. In 21 women and 16 men we evaluated PMBC levels of total GR (tGR), GR phosphorylated at serine 211 (pGR-S211) and serine 226 (pGR-S226) and correlated these data with personality traits and current reports of stress, anxiety and depression. Also, we assessed plasma cortisol levels in all tested subjects. Our results showed that in women nuclear pGR-S226 was positively correlated with neuroticism and current reports of depression, anxiety and stress, while the ratio of nuclear pGR-S211/pGR-S226 was negatively correlated with reports of depression. None of the aforementioned correlations were significant in men. No significant relations between cortisol levels and any of GR parameters were observed. These preliminary findings highlight the value of GR phosphorylation-related research in identifying molecular biomarkers of depressogenic vulnerability, at least in women. (C) 2013 Elsevier Ireland Ltd. All rights reserved