Education Commons^™

Learning Styles And Gender: How They Influence Academic Performance, Keilee Holcomb, Katie Cofer, Emily Adams, Graceann Covington

Scholars Day Conference

The current study examined whether biological sex and learning style had an influence on a student’s academic performance. The participants were asked to take a nineteen-question survey. This survey included sixteen questions from the VARK questionnaire. Three additional questions were added asked for the participant’s age, biological sex, and grade-point average (GPA). The answers were recorded anonymously. These answers were then entered into the VARK questionnaire to determine the participant’s learning style. The results revealed no main effects or interactions. These results are important to studies of academic performance and what aspects can influence it.

Brave Schools: Exploring Student Rights & Inclusive Anti-Bullying School Spaces Through Transgender & Queer Liberation Practices, Miruna Ouatu-Lascar

National Youth Advocacy and Resilience Conference

In today’s climate student rights and the rights of transgender students particularly are constantly under attack creating school community climates that are hostile & dangerous for kids. This workshop will present participants with an overview of transgender and queer theory liberatory practices & outline strategies for creating inclusive school communities that are not only welcoming but actively engage in combating hate and bully culture.

Life And Debt: The Experiences Of Black Women Use Of Student Loan Programs For Graduate Education Advancement, Natasha Webster

Adult Education Research Conference

This qualitative study examined the experiences of adult Black women doctoral graduates and the use of student loans to advance and gain financial prosperity.

How Gender Biases Affect Perceived Competence, Jay Brumsey, Saba Esho, Dawson Goodwin, Annika Jostad

Scholars Day Conference

We investigated whether participants' gender biases had an effect on their ability to learn a new task. To study this, participants either watched a knot tying or macrame tutorial taught by a male or female instructor. Participants then completed two surveys, one that measured their perceived competence on the task, and another that measured their own gender biases. To measure gender biases we used the Ambivalent Sexism Inventory which had no effect on the results. No significant results were found between instructor gender and type of task when measuring perceived competence.

English Is Not Dead! Long Live English: Teaching The Evolution Of English And Inclusive Communication Via Online, Face To Face Or Hybrid Instruction, Teresa Marie Kelly, Stephanie Thompson, Sheryl Bone

Georgia International Conference on Information Literacy

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with …

The Program To Reduce Implicit Bias In Carroll Hospital Center Using The Implicit Association Test, Katherine E. Traynor

Capstone Showcase

Natural brain processes make all individuals susceptible to unconscious bias; however, stressful, fearful, or anger-evoking situations as well as the negative influence of media and social surroundings increase the risk of holding obstructive bias, and there is a greater risk of being negatively impacted by this phenomenon when belonging to a minority population (Rose & Flores, 2020). As a result, high rates of infant mortality (10.2 deaths per 1,000 live births for the Non-Hispanic Black population compared to 4.1 in the White population) and cardiovascular related diseases (190.0 cases per 1,000 in the Non-Hispanic Black population compared to 161.3 in …

The Meritocracy Trap, Adam G. Ma

Ideas: Exhibit Catalog for the Honors College Visiting Scholars Series

The idea of merit has always been a core value to most if not all cultures in the world. It's use and its value has changed over time and many believe it has created a culture that works to break down others through competition, rather than to build each other up. While the simple idea of earning your status and your property though your work and talent may seem like to most practical system, it can lead to some dangerous traps.

Identity And Advocacy: The Missing Components In Promoting Social-Emotional Health And Self-Regulation For Multiply Marginalized Girls, Jovonne Tabb, Temple S. Lovelace, Mary Comis, Olajumoke Oshokoya

Graduate Student Research Symposium

Girlhood has been a topic of great interest in the last decade. As individuals have examined the lack of girls in STEM or the increase of bullying in girls, there has been a push to understanding the differential experiences along gender-based lines. In this study, the researchers highlight the results of the successful implementation of a group-based curriculum that utilized identity and advocacy as critical components in a treatment package focused on self-regulation. Using a pretest-posttest design, the researchers found a statistically significant difference in several key areas that are of key importance when supporting the needs of adolescent girls. …

Gender And Yale: Where Were The Women?, Emily Stark, Patrice Collins, Claire Bowern

Yale Day of Data

Statistics on history of women scholars in Yale's English Department.

Determination Differences Between Men And Women In Mathematics, Lacy Cook

Undergraduate Research Conference

We analyzed data collected from 35 Tyler Junior College Students collected over three testing sessions. Students were asked to take a five-question math test. The test included four questions from the American High School Math Examination, where the problems are designed to be solvable for students without any upper level (calculus) mathematics background as well as one randomly generated question. Students were asked to take as much time as they needed, but no longer than one hour to complete the test. We used the amount of time spent on the test to measure the students' level of determination. The goal …

Just "Level The Playing Field" And Watch Me Excel!, Baruti K. Kafele, Baruti K. Kafele

National Youth Advocacy and Resilience Conference

This engaging, interactive, self-reflective session focuses on equity at the classroom level. It challenges teachers to look within themselves relative to how they relate to and engage with their at-risk students of color and other underserved students. It challenges teachers to confront whatever biases they may bring to these students that may be either blatant, subtle, undetected or unacknowledged. It argues that high-performance is an impossibility in classroom environments where equity fails to exist.

The 4 C'S Model - A Common Framework For Professional Aviator Development, Kenyatta Hents Ruffin

National Training Aircraft Symposium (NTAS)

The United States Air Force currently has an acute shortage of pilots while simultaneously, the commercial airline industry is currently experiencing unprecedented growth. With 100's of thousands aviation professionals required over the next 15-25 years, the need for a collaborative and comprehensive approach to attract, motivate, and prepare the next generation of aerospace leaders is clear. The 4C's Model presents a partnered civil-military strategy to efficiently and effectively take youth from from the cradle to the cockpit. Through deliberate, engaging activities over the course of four distinct time periods—childhood, college, cockpit, career—with specific outcomes, the 4C's Model provides the National …

Heteronormativity In Kindergarten Classrooms, Megan Martsolf

Undergraduate Research Conference

Heteronormativity is the belief that people fall into distinct and complementary genders with natural roles in life. The idea is that the culture within elementary schools influences the children’s academic, behavioral, and psychological well-being. During this period of a child’s life, heteronormativity develops. The purpose of this research is to gain a greater understanding of the prevalence of heteronormativity in elementary school classrooms, specifically kindergarten. To understand this process, I will systematically observe classrooms within kindergarten. The methodological approach of this research will include both qualitative and quantitative analysis, specifically interviews with teachers and content analysis of the classroom environment. …

Bringing Dis/Ability Identity Into The Curriculum & Pedagogical Practices For Social Change, Janet Sauer, Simone Dupont, Molly Wolber, Lizzy Bellin, Cassidy Donahue

Lesley University Community of Scholars Day

This panel is comprised of a faculty member, students, and alumni from CLAS whose work focuses on bringing about equity that includes dis/ability identity markers. Each of the students were or currently are enrolled in an interdisciplinary Disability Studies course involving a social action project. For their project, two Special Education majors responded to the need for ual education curriculum for youth with disabilities. A counseling major produced a photo essay “to get able bodied people to see things from a different perspective, specifically the perspective of people with disabilities” by creating “normal body” access signage around the Lesley community. …

How, When, And Why Early Childhood Educators Address Gender With Young Children?, Flora Farago, Brittany Propoggio

Symposium on Arts and Research

Children develop gender stereotypes between ages 2-5 (Martin & Ruble, 2010). Early childhood classrooms are one of the first settings where children receive messages about gender, partly from teachers (Chapman, 2016; Chick, 2002).

Teachers’ use of gender labels and gender to organize classrooms increases children’s gender stereotyping and decreases preference for other-gender peers (Hilliard & Liben, 2010).

However, work is largely missing about early childhood educators’ “gendered” beliefs and classroom practices. These topics are examined using an online survey.