Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers\u27 race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers\u27 subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers

Do Teachers' Race, Gender, and Ethnicity Matter?: Evidence from NELS88

Our study uses a unique national longitudinal survey, the National Educational Longitudinal Study of 1988 (NELS), which permits researchers to match individual students and teachers, to analyze issues relating to how a teacher's race, gender, and ethnicity, per se, influence students from both the same and different race, gender, and ethnic groups. In contrast to much of the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on objectively how much their students learn. On balance, we find that teachers' race, gender, and ethnicity, per se, are much more likely to influence teachers' subjective evaluations of their students than they are to influence how much the students objectively learn. For example, while white female teachers do not appear to be associated with larger increases in test scores for white female students in mathematics and science than white male teachers 'produce', white female teachers do have higher subjective evaluations than their white male counterparts of their white female students. We relate our findings to the more general literature on gender, race, and ethnic bias in subjective performance evaluations in the world of work and trace their implications for educational and labor markets.

Psychology students’ perception of and engagement with feedback as a function of year of study

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course

The Paradoxical Forces for the Classical Electromagnetic Lag Associated with the Aharonov-Bohm Phase Shift

The classical electromagnetic lag assocated with the Aharonov-Bohm phase shift is obtained by using a Darwin-Lagrangian analysis similar to that given by Coleman and Van Vleck to identify the puzzling forces of the Shockley-James paradox. The classical forces cause changes in particle velocities and so produce a relative lag leading to the same phase shift as predicted by Aharonov and Bohm and observed in experiments. An experiment is proposed to test for this lag aspect implied by the classical analysis but not present in the currently-accepted quantum topological description of the phase shift.Comment: 8 pages, 3 figure

Magnetic properties of the Kagom mixed compounds CoxNi1 x 3V2O8

The magnetic properties of the mixed compounds CoxNi1 x 3 V2O8 CNVO investigated by magnetization and neutron diffraction measurements are presented. Unlike their parent compounds Ni3V2O8 NVO and Co3V2O8 CVO , only one magnetic phase transition into an antiferromagnetic phase was detected for powder samples with x 0.27, 0.52, and 0.76. The magnetic structures are modulated according to a propagation vector k delta,0,0 with delta being dependent on the composition parameter x. Furthermore, magnetization data of a CVO single crystal is featured, which is qualitatively different from previous publications and exhibits a controversial aspect concerning the behavior of the curve under an applied magnetic field along the b axi

Aharonov-Bohm scattering of charged particles and neutral atoms: the role of absorption

The Aharonov-Bohm scattering of charged particles by the magnetic field of an infinitely long and infinitely thin solenoid (magnetic string) in an absorbing medium is studied. We discuss the partial-wave approach to this problem and show that standard partial-wave method can be adjusted to this case. The effect of absorption leads to oscillations of the AB cross section. Based on this we investigate the scattering of neutral atoms with induced electric dipole moments by a charge wire of finite radius which is placed in an uniform magnetic field. The physical realistic and practically important case that all atoms which collide with the wire are totally absorbed at its surface, is studied in detail. The dominating terms of the scattering amplitude are evaluated analytically for different physical constellations. The rest terms are written in a form suitable for a numerical computation. We show that if the magnetic field is absent, the absorbing charged wire causes oscillations of the cross section. In the presence of the magnetic field the cross section increases and the dominating Aharonov--Bohm peak appears in the forward direction, suppressing the oscillations.Comment: 15 pages, LaTeXfile, 2 figure

Calculation of the Aharonov-Bohm wave function

A calculation of the Aharonov-Bohm wave function is presented. The result is a series of confluent hypergeometric functions which is finite at the forward direction.Comment: 12 pages in LaTeX, and 3 PostScript figure

Debating DSM-5:diagnosis and the sociology of critique

The development of the fifth edition of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders—the DSM-5—has reenergised and driven further forward critical discourse about the place and role of diagnosis in mental health. The DSM-5 has attracted considerable criticism, not least about its role in processes of medicalisation. This paper suggests the need for a sociology of psychiatric critique. Sociological analysis can help map fields of contention, and cast fresh light on the assumptions and nuances of debate around the DSM-5; it underscores the importance of diagnosis to the governance of social and clinical life, as well as the wider discourses critical commentaries connect with and are activated by. More normatively, a sociology of critique can indicate which interests and values are structuring the dialogues being articulated, and just how diverse clinical opinion regarding the DSM can actually be. This has implications for the considerations of health services and policy decision-makers who might look to such debates for guidance