Self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement in elementary-school-aged-children

This is the author's accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.1007/s11199-012-0184-9This study examined relations among self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement with a sample of elementary-school-aged children (N = 100, ages 6 to 12) from the Midwestern United States. Children who perceived themselves as more gender-typical were more interested in same-gender-typed activities and occupations and less interested in other-gender-typed activities and occupations than children who perceived themselves as less gender-typical. Gender typicality was linked to gender stereotype endorsement, as predicted based on Liben and Bigler’s (2002) dual-pathway model of gender development, with children who perceived themselves as less gender-typical having more egalitarian (less stereotyped) attitudes than children who perceived themselves as more gender-typical. The observed relations between gender-typed attributes and self-perceived gender typicality and between self-perceived gender typicality and gender stereotype endorsement did not differ across gender or age. These findings indicate that even young elementary-school-aged children use their knowledge of cultural gender roles to make subjective judgments regarding the self, and, conversely, that views of the self may influence personal endorsement of cultural gender stereotypes. Although the majority of extant research has focused on negative outcomes associated with low self-perceived gender typicality (e.g., low self-esteem), this research indicates that positive outcomes (e.g., flexible gender role attitudes) may also be associated with low self-perceived gender typicality

Effects of Physical Atypicality on Children's Social Issues and Intergroup Attitudes

This is the authors' accepted manuscript, post-peer review. The publisher's official version is available electronically from: http://dx.doi.org/10.1177/0165025407081472.Individuals vary in the degree to which they are representative, or typical, of their social groups. To investigate the effects of atypicality on intergroup attitudes, elementary-school-age children (N = 97) attending a summer school program were assigned to novel color groups that included typical (blue or green) and atypical (light blue or light green) members. Children’s state self-esteem, ingroup identification, and intergroup attitudes (e.g., trait ratings, evaluations, peer preferences) were assessed following several weeks in the classroom. Results indicated that atypicality primarily affected children’s views of their ingroup. Among younger (but not older) children, atypical group members viewed themselves as more similar to—but less happy being a member of—their ingroup than typical group members

Preschool Children's Attention to Environmental Messages about Groups: Social Categorization and the Origins of Intergroup Bias

This is the authors' accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.1111/j.1467-8624.2006.00906.x .The present study was designed to examine the effects of adults’ labeling and use of social groups on preschool children’s intergroup attitudes. Children (N = 87, aged 3 to 5) attending daycare were given measures of classification skill and self-esteem and assigned to membership in a novel (“red” or “blue”) social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After three weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms

Student Characteristics Associated With Girls' Success in a Single-Sex School

This is the author's accepted manuscript. The original publication is available at: http://dx.doi.org/10.1007/s11199-010-9904-1Given the mixed results of previous studies on the benefits of single-sex schooling, scholars have called for research on differences in the effects of single-sex schooling based on student and school characteristics. We sought to examine the associations of a range of student characteristics with attitudes and achievement among students attending an all-girls public middle school in the southwestern United States. Predictor variables included demographic factors (i.e., race, family income), prior academic achievement, gender stereotyping, and gender identity (i.e., gender typicality, peer preferences). Prior academic achievement predicted later achievement and persistence in the single-sex school. School-related stereotyping was associated with success in and connection to the single-sex school; school connection was also a significant moderator of the relation between stereotyping and academic performance. Gender-typed peer preferences were associated with school connection and persistence. Overall, results indicate that student characteristics, as well as issues of “fit” with the specific school, are associated with students’ connection to and success in single-sex educational environments

When personal identities confirm versus conflict with group identities: Evidence from an intergroup paradigm

Permissions were not obtained for sharing the full text of this article.This study provides an experimental investigation of the consequences of conflict between children's personal identities and experimentally manipulated group identities. Elementary-school-aged children (N = 82, ages 5-11) attending a summer school program rated their own academic and athletic abilities and were then randomly assigned to one of two novel groups. Children's views of the academic and athletic skills of the novel groups were assessed both before and after information about the groups' academic and athletic skills was manipulated via posters placed in their classrooms. Following the manipulation, children's self-views, ingroup identification, and intergroup attitudes were assessed. Results indicated that (a) in the absence of information about the novel groups, children projected their personal identities onto their ingroup identities, (b) children maintained their ingroup identities in the face of new information that should have altered their ingroup identities, and (c) more positive personal identities predicted ingroup bias, which in turn predicted happiness with one's ingroup membership. The latter finding suggests that a tendency for children to generalize from their idiosyncratic positive self-views, rather than an indiscriminate desire for self-enhancement or positivity, may be responsible for ingroup bias

Development and validation of a targeted gene sequencing panel for application to disparate cancers

Next generation sequencing has revolutionised genomic studies of cancer, having facilitated the development of precision oncology treatments based on a tumour’s molecular profile. We aimed to develop a targeted gene sequencing panel for application to disparate cancer types with particular focus on tumours of the head and neck, plus test for utility in liquid biopsy. The final panel designed through Roche/Nimblegen combined 451 cancer-associated genes (2.01 Mb target region). 136 patient DNA samples were collected for performance and application testing. Panel sensitivity and precision were measured using well-characterised DNA controls (n = 47), and specificity by Sanger sequencing of the Aryl Hydrocarbon Receptor Interacting Protein (AIP) gene in 89 patients. Assessment of liquid biopsy application employed a pool of synthetic circulating tumour DNA (ctDNA). Library preparation and sequencing were conducted on Illumina-based platforms prior to analysis with our accredited (ISO15189) bioinformatics pipeline. We achieved a mean coverage of 395x, with sensitivity and specificity of >99% and precision of >97%. Liquid biopsy revealed detection to 1.25% variant allele frequency. Application to head and neck tumours/cancers resulted in detection of mutations aligned to published databases. In conclusion, we have developed an analytically-validated panel for application to cancers of disparate types with utility in liquid biopsy

The FANCM:p.Arg658* truncating variant is associated with risk of triple-negative breast cancer

Abstract: Breast cancer is a common disease partially caused by genetic risk factors. Germline pathogenic variants in DNA repair genes BRCA1, BRCA2, PALB2, ATM, and CHEK2 are associated with breast cancer risk. FANCM, which encodes for a DNA translocase, has been proposed as a breast cancer predisposition gene, with greater effects for the ER-negative and triple-negative breast cancer (TNBC) subtypes. We tested the three recurrent protein-truncating variants FANCM:p.Arg658*, p.Gln1701*, and p.Arg1931* for association with breast cancer risk in 67,112 cases, 53,766 controls, and 26,662 carriers of pathogenic variants of BRCA1 or BRCA2. These three variants were also studied functionally by measuring survival and chromosome fragility in FANCM−/− patient-derived immortalized fibroblasts treated with diepoxybutane or olaparib. We observed that FANCM:p.Arg658* was associated with increased risk of ER-negative disease and TNBC (OR = 2.44, P = 0.034 and OR = 3.79; P = 0.009, respectively). In a country-restricted analysis, we confirmed the associations detected for FANCM:p.Arg658* and found that also FANCM:p.Arg1931* was associated with ER-negative breast cancer risk (OR = 1.96; P = 0.006). The functional results indicated that all three variants were deleterious affecting cell survival and chromosome stability with FANCM:p.Arg658* causing more severe phenotypes. In conclusion, we confirmed that the two rare FANCM deleterious variants p.Arg658* and p.Arg1931* are risk factors for ER-negative and TNBC subtypes. Overall our data suggest that the effect of truncating variants on breast cancer risk may depend on their position in the gene. Cell sensitivity to olaparib exposure, identifies a possible therapeutic option to treat FANCM-associated tumors

Late Holocene linkages between decade–century scale climate variability and productivity at Lake Tanganyika, Africa

Microlaminated sediment cores from the Kalya slope region of Lake Tanganyika provide a near-annually resolved paleoclimate record between ~~2,840 and 1,420 cal. yr B.P. demonstrating strong linkages between climate variability and lacustrine productivity. Laminae couplets comprise dark, terrigenous-dominated half couplets, interpreted as low density underflows deposited from riverine sources during the rainy season, alternating with light, planktonic diatomaceous ooze, with little terrigenous component, interpreted as windy/dry season deposits. Laminated portions of the studied cores consist of conspicuous dark and light colored bundles of laminae couplets. Light and dark bundles alternate at decadal time scales. Within dark bundles, both light and dark half couplets are significantly thinner than within light bundles, implying slower sediment accumulation rates during both seasons over those intervals. Time series analyses of laminae thickness patterns demonstrate significant periodicities at interannual¿centennial time scales. Longer time scale periodicities (multidecadal to centennial scale) of light and dark half couplet thicknesses are coherent and in some cases are similar to solar cycle periods on these time scales. Although laminae thickness cycles do not strongly covary with the actual ¿14C record for this same time period, two large ¿14C anomalies are associated with substantial decreases in both light and dark laminae thickness. In contrast to the multidecadal¿ centennial time scale, significant annual to decadal periodicities, which are broadly consistent with ENSO/PDO forcing and their impact on East African climate, are not coherent between light and dark half couplets. The coherency of light¿dark couplets at decadal¿centennial time scales, but not at shorter time scales, is consistent with a model of a long-term relationship between precipitation (recorded in wet season dark laminae thickness) and productivity (light laminae thickness), which is not manifest at shorter time scales. We hypothesize that this coupling results from long-term recharging of internal nutrient loading during wet periods (higher erosion of soil P) and reduced loading during drought intervals. The relationship is not expressed on short time scales during which the dominant control on productivity is wind-driven, dry season upwelling, which is uncorrelated with wet-season precipitation. Our record greatly extends the temporal record of this quasi-periodic behavior throughout the late Holocene and provides the first evidence linking decade- to century-scale episodes of enhanced productivity to enhanced precipitation levels and nutrient recharge in a productive tropical lake

Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics

This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures