Cultural Shift from Interdependence to Independence

Asian Indian Immigrant Parents (AIIP) of adolescents are encountering high levels of acculturation and enculturation experiences that are adding complexity to their parenting styles while raising teenagers. Having a different background embedded within collectivistic cultures versus the enculturating experiences of their teenagers being raised in the United States with individualistic cultures is forming a barrier. The purpose of this research was to explore those challenges with cultural barriers of AIIP who struggle to raise their adolescents in the United States. This qualitative research utilized a phenomenological design to explore the in-depth lived experiences of five AIIP from a large Mid-southern city in the US who are navigating acculturation, enculturation, and parenting with their adolescent children. The AIIP participated in 60-90 minutes, semi-structured interviews virtually, using Zoom due to the global pandemic. The interview transcripts were thematically analyzed through phenomenology using four levels of analysis and interrater reliability with two raters which provided a process that allowed for identifying complexities in their experiences. The preliminary finding shows that the AIIP struggled with anxiety, frustration, and fear during their navigation of parenting in an entirely different culture from the culture they were raised in. Keywords: Asian-Indian-Immigrant-Parents; Acculturation; Enculturation; Parenting-Challenges; Phenomenological-Inquiry.Los Padres Inmigrantes Indios Asiáticos (AIIP, por sus siglas en inglés) de adolescentes se encuentran con altos niveles de aculturación y experiencias de enculturación que agregan complejidad a sus estilos de crianza mientras crían a los adolescentes. Tener un trasfondo diferente incrustado en culturas colectivistas versus las experiencias de enculturación de sus adolescentes criados en los Estados Unidos con culturas individualistas está formando una barrera. El propósito de esta investigación fue explorar esos desafíos con barreras culturales de los AIIP que luchan por criar a sus adolescentes en los Estados Unidos. Esta investigación cualitativa utilizó un diseño fenomenológico para explorar las experiencias vividas en profundidad de cinco AIIP de una gran ciudad del medio sur de los Estados Unidos que están navegando por la aculturación, la enculturación y la crianza de sus hijos adolescentes. Los AIIP participaron en entrevistas semiestructuradas de 60-90 minutos de forma virtual, utilizando Zoom debido a la pandemia mundial. Las transcripciones de las entrevistas se analizaron temáticamente a través de la fenomenología utilizando cuatro niveles de análisis y confiabilidad entre evaluadores con dos evaluadores que proporcionaron un proceso que permitió identificar complejidades en sus experiencias. El hallazgo preliminar muestra que los AIIP lucharon contra la ansiedad, la frustración y el miedo durante su crianza en una cultura completamente diferente de la cultura en la que se criaron. Palabras clave: Padres-inmigrantes-indios-asiáticos; aculturación; enculturación; Retos de la crianza de los hijos; Fenomenológico-Indagación

The Tumor Suppressor HHEX Inhibits Axon Growth when Prematurely Expressed in Developing Central Nervous System Neurons

Neurons in the embryonic and peripheral nervoussystem respond to injury by activating transcriptional programs supportive of axon growth, ultimately resulting in functional recovery. In contrast, neurons in the adult central nervous system (CNS) possess a limited capacity to regenerate axons after injury, fundamentally constraining repair. Activating pro-regenerative gene expression in CNS neurons is a promising therapeutic approach, but progress is hampered by incomplete knowledge of the relevant transcription factors. An emerging hypothesis is that factors implicated in cellular growth and motility outside the nervous system may also control axon growth in neurons. We therefore tested sixty-nine transcription factors, previously identified as possessing tumor suppressive or oncogenic properties in non-neuronal cells, in assays of neurite outgrowth. This screen identified YAP1 and E2F1 as enhancers of neurite outgrowth, and PITX1, RBM14, ZBTB16, and HHEX as inhibitors. Follow-up experiments are focused on the tumor suppressor HHEX, one of the strongest growth inhibitors. HHEX is widely expressed in adult CNS neurons, including corticospinal tract neurons after spinal injury, but is present only in trace amounts in immature cortical neurons and adult peripheral neurons. HHEX overexpression in early postnatal cortical neurons reduced both initial axonogenesis and the rate of axon elongation, and domain deletion analysis strongly implicated transcriptional repression as the underlying mechanism. These findings suggest a role for HHEX in restricting axon growth in the developing CNS, and substantiate the hypothesis that previously identified oncogenes and tumor suppressors can play conserved roles in axon extension

The epistemology of young children

The purpose of this chapter is to raise questionable doubt about young children\u27s abilities to engage in more sophisticated thinking; and the impact of technology on children\u27s early epistemological development. The theoretical framework is rooted in Piaget\u27s theories of cognitive development, and is typically applied to college students and adults. However, Piaget is criticized for seriously underestimating young children\u27s cognitive ability. Moreover, scholars including Chandler, Hallet, and Sokol (2002). and Burr and Hofer (2002). have proposed an early predualist phase of epistemological development in which children between the ages of 3-to-6 may demonstrate more sophisticated ways of thinking and knowing related to theory of mind development. How does technology influence young children\u27s beliefs about knowledge or how might teacher\u27s and parent\u27s beliefs about knowledge affect young children? This chapter explores the answer to this question by discussing the research on epistemology and young children in relation to cognition and cognitive development. © 2012, IGI Global

Child development and the use of technology: perspectives, applications and experiences

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Socrates and descartes meet the E*Trade baby: The impact of early technology on children\u27s developing beliefs about knowledge and knowing

Personal Epistemology is the study of an individual\u27s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children\u27s life today, and this role will only increase in the future. The potential benefits of technology for young children\u27s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?. © 2012, IGI Global

“My School Is Where My Friends Are”: Interpreting the Drawings of Children With Cancer

Thousands of children are diagnosed with cancer each year and are unable to participate in normative developmental and cultural contexts such as school. Little is known about how children with cancer perceive attending school in alternative settings, such as the home and hospital, while receiving treatment. This study coded the drawings of 10 children with cancer to explore how they perceive these school experiences; adapted from previous developmental and medical literature, drawings were analyzed for expressions across developmental domains and representations of the illness experience. It was found that participants primarily represented social perceptions of their school experiences; physical and illness-related representations were varied and often absent from the drawings. Participants perceived schooling through a social lens, suggesting the need for interventions to maximize social interactions with teachers and peers in this population. Teachers working with children with cancer should maximize socialization opportunities during hospitalization and treatment to promote continued development. In addition, policymakers and health care administrators should fund and implement interactive and educational group programs for children with cancer and apply techniques to help these students remain connected with classmates in the community even during cancer therapy

Depression, suicide, and the gifted student: A primer for the school psychologist

Growing up gifted often means growing up “different.” As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping gifted students who may be manifesting symptoms of depression, suicidal ideation, and potentially suicidal behavior. Further, a holistic intervention approach is advocated and that accounts for four growth factors—intrapersonal, interpersonal, environmental/contextual, and developmental. Importantly, the specific strategies discussed are designed to help the school psychologist in their many capacities of helping gifted students thrive. Increasingly, however, it must also be recognized that the role of the school psychologist has expanded in recent years, and thus many of the intervention strategies offered may require a team of professionals to effectively implement. Regardless, the strategies discussed are designed to help gifted students thrive in the school setting

Math and verbal academic self-concept: Subject-specificity across four distinctive groups of high ability adolescents

Academic self-concept has a pronounced role in high ability students\u27 academic achievement. Current conceptions of self-concept are multidimensional, hierarchical, and influenced by internal valuations and external comparisons. This research utilized the NELS:88 dataset; the sample consisted of high ability students who had participated in their schools\u27 gifted program in eighth-grade and in tenth-grade and were enrolled in advanced placement (AP) courses. This study examined subject-specificity of Marsh\u27s (1986) Internal/External Frame of Reference Model across four groups of high ability students: a) AP math and AP English classes, b) AP math classes only, c) AP English classes only, and d) neither AP math nor AP English classes. Unexpected path findings suggest certain aspects of the I/E model are malleable depending upon group placement. Implications are discussed in the context of the larger social comparison literature

Exploring Preschoolers\u27 Personal Epistemology and Potential Links to Emotion: Using Embedded Instruction, Constant Comparative Approach and Focus Groups

This qualitative study design utilizes embedded instruction with a constant comparative approach to explore the personal epistemologies of preschool children during peer focus groups. Personal epistemology is an individual\u27s belief about knowledge and knowing, and little is known about early onset of epistemological development. This case study looks at how preschoolers\u27 emotional engagement and affective interactions with peers may inform early conceptions of knowledge and knowing. This study investigated six preschoolers\u27 epistemic responses and reactions over six 1-week lessons embedded within the scheduled classroom curriculum (theme-of-the-week), in which a consistent theme guided the literacy and center activities each week. Constant comparative method was conducted weekly to get an essence of their words, background knowledge, and experiences. Throughout the week, we observed whole class literacy, center activities, and probed during formative learning opportunities. This information helped us facilitate relevant and meaningful peer focus group at the end of each week. Focus groups were analyzed to include epistemological development, dimensions of knowledge/knowing, and emotion/affect. Findings suggest that preschoolers do exhibit unique information that can inform early epistemic development. We conclude future research with preschoolers\u27 epistemologies and implications for teaching, learning, and development

Learning, growing, and connecting in sickness and in health: Exploring technology, parenting, and young children with serious medical illnesses and chronic disabilities

Even though parenting may have originated out of evolutionary necessity, parenting today has taken on many different meanings related to the larger social and cultural contexts in which it is situated. One of the dominant forces impacting parenting across the most recent decades is technology, which has allowed the easy access and transmission of information via the internet, enabled long-distance communications, and provided an additional medium for education and entertainment for even very young children. Although technology maintains a seemingly universal presence in the lives of parents and their children, it is used in different ways according to the individual circumstances that each family faces on a day-to-day basis. This chapter will explore the various ways in which typically developing children, children with disabilities, and children with chronic illnesses and their parents utilize technology to access information, acquire social support, and achieve parental and developmental goals. Technology offers a valuable resource for meeting the needs of parents and young children of all abilities. © 2012, IGI Global