Neglected Aspects and Unsupported Claims

Comments on the article by M. E. Kite et al (see record 2001-10045-002), which summarized the findings and recommendations of the Task Force on the Status of Women in Academe. The present authors contend that while Kite et al documented the differences in the activities of men and women in academia, it is not clear that "inequalities persist." Kite et al interpreted the observed differences in outcomes between men and women as self-evident indicators of remaining bias and discrimination. The present authors warn of two problems with this interpretation. First, Kite et al neglected important variables that suggest alternative interpretations of these differences. Second, the authors made unsupported claims about the existence of bias and discrimination against women. Here the present authors document specific cases of these errors in reasoning. In conclusion, observed differences between men and women might be partly a reflection of other (neglected) personological variables on which the sexes overlap considerably but differ on average. Just as differential outcomes do not imply differential opportunities, equal opportunities do not necessarily produce equal outcomes

Spatial Ability: A Neglected Dimension In Talent Searches For Intellectually Precocious Youth

Students identified by talent search programs were studied to determine whether spatial ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that spatial ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting math-science criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which spatial ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding spatial ability to talent search identification procedures (currently restricted to mathematical and verbal ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth

Mathematically Facile Adolescents with Math-Science Aspirations: New Perspectives on Their Educational and Vocational Development

This longitudinal study tracked 1,110 adolescents identified as mathematically precocious at Age 13 (top 1%) with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed undergraduate degrees outside math-science, but many individuals who completed nonmath-nonscience degrees ultimately chose math-science occupations (and vice versa). At Age 33, the 2 degree groups reported commensurate and uniformly high levels of career satisfaction, success, and life satisfaction. Assessing individual differences is critical for modeling talent development and life satisfaction; it reveals that equal male-female representation across disciplines may not be as simple to accomplish as many policy discussions imply

Discrepant Performance on Multiple-Choice And Short Answer Assessments and the Relation of Performance to General Scholastic Aptitude

We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple-choice) than on another (e.g., short answer). Second, students’ multiple-choice performance, above and beyond their short answer performance, accounted for variation in students’ standing on achievement measures unrelated to psychology (including high school class standing, American College Test score, and college grade point average). In contrast, students’ short answer performance, above and beyond their multiple-choice performance, did not account for variation in students’ standing on those achievement measures. Our findings support the continued use of multiple-choice items to assess student learning

Top 1 in 10,000: A 10-Year Follow-Up of the Profoundly Gifted

Adolescents identified before the age of 13 (N = 320) as having exceptional mathematical or verbal reasoning abilities (top 1 in 10,000) were tracked over 10 years. They pursued doctoral degrees at rates over 50 times base-rate expectations, with several participants having created noteworthy literary, scientific, or technical products by their early 20s. Early observed distinctions in intellectual strength (viz., quantitative reasoning ability over verbal reasoning ability, and vice versa) predicted sharp differences in their developmental trajectories and occupational pursuits. This special population strongly preferred educational opportunities tailored to their precocious rate of learning (i.e., appropriate developmental placement), with 95% using some form of acceleration to individualize their education

Tracking Exceptional Human Capital Over Two Decades

Talent-search participants (286 males, 94 females) scoring in the top 0.01% on cognitive-ability measures were identified before age 13 and tracked over 20 years. Their creative, occupational, and life accomplishments are compared with those of graduate students (299 males, 287 females) enrolled in top-ranked U.S. mathematics, engineering, and physical science programs in 1992 and tracked over 10 years. By their mid-30s, the two groups achieved comparable and exceptional success (e.g., securing top tenure-track positions) and reported high and commensurate career and life satisfaction. College entrance exams administered to intellectually precocious youth uncover extraordinary potential for careers requiring creativity and scientific and technological innovation in the information age

Parental Child Feeding Practices: How Do Perceptions Of Mother, Father, Sibling, And Self Vary?

Mothers are important contributors to the development of eating behavior in children, but less is known about the in?uence of fathers. The purpose of this study was to investigate family perceptions of parental child feeding practices. Seventy two-parent American families including a mother, father, and two bio-logically related children participated in the study. Participants completed parent and child versions of the Child Feeding Questionnaire that assessed perceptions of parental control in child feeding. Most family member reports were positively correlated, indicating agreement about the use of the examined parental feeding practices; however, some salient differences between the reported behaviors of mothers and fathers were uncovered. Mothers reported using higher levels of monitoring and responsibility than fathers. In addition, fathers and children reported higher levels of paternal pressure related to feeding com-pared with mothers. Mothers and fathers used more pressure and felt more responsible for feeding younger children compared with older children. One interaction revealed that older male siblings reported the highest level of pressure from fathers. Reported differences in parents’ use of child feeding practices suggest that mothers and fathers may have distinct interactions with their children regarding food. Paternal feeding practices are likely to have unique implications for understanding the development of children’s eating behavior

On the shoulders of the bear

This thesis is a collection of poems written over the past two years

Predicting ideal body mass index: What does clothing size have to do with it?

This study examined demographic and anthropometric variables as predictors of ideal body mass index (BMI) from cross-sectional, archival, self-reported data from the Psychology of Size Survey of 4014 U.S. residents collected in 2007. As hypothesized, ideal BMI can be predicted by a within gender hierarchical multiple regression analysis with the predictor variables of age, number of clothing sizes from ideal size, and current BMI; these variables account for 54.1% of variance in women's ideal BMI and 65.5% of variance in men's ideal BMI. Findings also demonstrated a logarithmic relationship between current BMI and ideal BMI, with increasing variance in ideal BMI for individuals with high current BMIs. These findings evidence the strong role of current body characteristics in the formation of ideals. Understanding how individuals conceptualize body ideals can inform researchers and practitioners alike, as this evidence has important implications related to both medical and psychological health

Reframing the plantation house: preservation critique in Southern literature

This dissertation contextualizes southern narrative critiques of plantation house preservation through the historic preservation movement, from its precursory development in the 1930s through today. Examining literary representations of plantation houses as historic relics in the contemporary moment, I demonstrate how a range of twentieth- and twenty-first century southern writers critique or challenge its architectural preservation. The southern plantation house has been coded in American popular culture as an exemplar of architectural heritage and a symbol of southern history, both of which beckon its preservation. Various modes of preservation, from nineteenth-century plantation fiction’s reminiscence of family homes and heroes to twenty-first century’s thriving tourism industry, figure the plantation owner’s house in romanticized ways that celebrate its architectural aesthetics, present its history through a narrow register of racial relations, and promote its nostalgic embrace. I argue that against prevailing tendencies toward various uncritical ethos of preservation, William Faulkner, Walker Percy, Alice Randall, Attica Locke, Allan Gurganus, and Godfrey Cheshire reframe the plantation house within complex historical and cultural contexts that counter the developing historic preservation movement’s popular following by illuminating the mythologies undergirding the iconic white-columned architecture and their perpetuation through its preservation. Through an interdisciplinary approach, Reframing the Plantation House combines architectural history, historic preservation, and a significant level of textual literary analysis to reveal counter-narratives that unsettle an assumed historical integrity and cultural significance associated with extant plantation houses. Beginning in the 1930s with the first federal initiatives to preserve architectural heritage as a precursor to the preservation movement, I argue that Faulkner’s narratives reframe ruined plantation mansions within historical and cultural contexts that substantiate their ruination and abandonment. The National Historic Preservation Act of 1966 heralded piquing restoration sentiments and popular historicism. Against this cultural drive, I argue that Walker Percy aligned plantation house restoration and the desire for historical authenticity with parodic fantasy. Slave histories have been predominantly silenced in plantation mythology and tourism. Contemporary writers Alice Randall and Attica Locke each address this selective history as I argue that they reinscribe symbols of slave history within plantation architectures and narratives. An enduring desire to preserve the plantation house without also preserving the traumas of slavery remains today, which Allan Gurganus and Godfrey Cheshire illustrate and attempt to remedy through narrative