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The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
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Persons with Mental Illness (PMIs) require unique consideration and individualized attention in the criminal justice system. Research has demonstrated the prevalence with which police come into contact with these individuals, the unique considerations made by courtrooms serving PMIs, the overrepresentation of PMIs in correctional settings, and the problems PMIs experience when reentering the community from incarceration. Given the growth of attention to this area, and the increased reality of challenges that criminal justice professionals encounter when working with PMIs, this paper explores the prevalence of courses on mental illness in criminal justice undergraduate programs in the United States. The current review of over 640 curricula in the United States illustrates that courses devoted solely to the topic of mental illness in the criminal justice system are particularly rare. The importance of offering more courses in the interface between mental illness and criminal justice for future professionals in the field is discussed. 相似文献
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Perception of affordances research in children with developmental disabilities has only examined well practiced skills. Ten toddlers with Down syndrome and 10 with typical development walked across a GAITRite mat, with and without an obstacle. We coded the toddlers' behaviors after 1 and 3 months of walking experience when they encountered the obstacle (avoid, crawl, error and walk successfully) and calculated gait parameters (step length, width, and velocity). Both groups actively explored their affordances. Despite similar decreases in step length and velocity when approaching the obstacle, toddlers with Down syndrome were more likely to select successful but conservative crawling strategies that minimized balance requirements and reduced risk of falling. Group differences were due to risk management rather than difficulty perceiving affordances. 相似文献
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Eric E. Goff Kelly Lynn Mulvey Matthew J. Irvin Adam Hartstone-Rose 《Journal of Science Education and Technology》2018,27(5):433-447
The importance of increasing interest in the STEM disciplines has been noted in a number of recent national reports. While many previous studies have focused on such efforts inside of the formal classroom, comparatively few have looked closely at informal learning environments. We investigate the innovative use of technology in informal learning by reviewing research on the incorporation of augmented reality (AR) at exhibit-based informal science education (ISE) settings in the literature. We report on the common STEM-focused topics that are covered by current AR applications for ISE learning, as well as the different devices used to support these applications. Additionally, we report on the prevalence of positive learning outcomes and engagement factors commonly associated with the use AR applications in informal environments. This review aims to foster continued development and implementation of AR technology in exhibit-based ISE settings by informing the community of recent findings and promoting additional rigorous research for the future. 相似文献
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Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms
Melanie Killen Adam Rutland Dominic Abrams Kelly Lynn Mulvey Aline Hitti 《Child development》2013,84(3):1063-1080
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms. 相似文献
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This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents’ grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants. 相似文献
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Mulvey Bridget K. Parrish Jennifer C. Reid Joshua W. Papa Jeffrey Peters-Burton Erin E. 《Science & Education》2021,30(3):527-555
Science & Education - In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three... 相似文献
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Higher Education - We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on... 相似文献