Arunda Malachi asked a question:Are there any research experiences related to access of HIV/AIDS-related health services by sexual minorities in an unfriendly legal system?
Please include experiences on how to obtain ethical approval and informed consent for research among sexual minorities (LGBTI) in a country where the practices are illegal. Thank youFollowing
Ronán Michael Conroy added an answer:Does anyone have info on literature regarding meta-analysis of intervention programs to reduce ageism among children and teens?
I am searching for papers regarding meta-analysis of intervention programs to reduce ageism among children and teenagers. Thks!
You might consider doing a literature search. Putting your subject into JANE (http://biosemantics.org/jane/) resulted in nothing that looked useful
Evaluating interventions such as ones to reduce ageism are fraught with difficulty. There is no credible null hypothesis in the research. That's right: think about it. If you run a programme to reduce ageism, is it in any way credible that it will have absolutely no impact on the children's responses to an evaluation? No. Even if the programme is a failure, they have learned the socially acceptable answers to the questionnaire.
The real question is whether anyone has evaluated such an intervention by objective indices.Following
Joel O Bocanegra added an answer:Is anyone aware of studies on the affect diversity mandates have on teacher candidates?
NCATE and most teacher preparation institutions include "diversity" as a necessary component of pre-service training. But in looking at how these are implemented - through casual conversations, hence the request for reserach :) - these tend to simply teach about cultural differences.
In other words, they seem to define "Native Americans", "LGBT Americans", "African Americans" and other minorities by their skin color or sexual orientation and recommend strategies for dealing with this.
My interest is if these promote positive affects on student learning or if they create a negative externality where teacher candidates engage in implicit racism (such as: I have a Native student so I need to use cooperative learning for him, e.g. - defining him by his race)
This might not directly answer your question, but I do teach diversity/multicultural courses for school psychology. This issue of "color by number" diversity pedagogy (which I would argue is completely different from implicit racism) can likely be mitigated through a more substantive instruction in multicultural practice and exposure to diverse individuals.
In my courses we start of with becoming aware of our own uniqueness, biases, stereotypes, etc. Then we learn about what really is race and historical racial relations in the US and around the world. Subsequently, we learn about how the brain works and cognitive theories that explain our biases and stereotypes. Lastly, we will briefly talk about stereotypical racial/cultural characteristics. Throughout the course we also seek to increase our exposure to diverse individuals through in person interviews and presentations.
My goal is to create future professionals who have an understanding and an appreciation for diversity and is willing to advocate and seek knowledge that is specific to the population that they work with.
I am unaware of any colleague that uses a color by number approach to multicultural training.Following
Pedro Antonio Barrientos Loayza added an answer:What kind of legal responsibility should the employer burden in case of gender discrimination?
If there is gender discrimination in course of employment, whether the employer shall be liable if the discriminating act was done by the employees or agents, what is the approach to make a determination concerning the sanctions to the employer? What specific sanctions (legal responsibilities) should the employer be subjected to?
From the perspective of Roman law I suggest you make a study regarding budgets for the tort by the civil wrongful act. Budgets are: action, factor allocation, injury and causation. Nothing would see the type of sanction specifically without first analyze these budgets to determine if there is direct or indirect liability. Hope you serve my opinion.Following
Daryn Dyer added an answer:Does anyone know of study that shows how colorism affects employee performance?
Is there any current or historical data available that shows how employee performance is affected as a result of intraracial color discrimination.
Hope these journals are useful:
McKay, P. F., Avery, D. R., & Morris, M. A. (2008). Mean racial‐ethnic differences in employee sales performance: The moderating role of diversity climate. Personnel Psychology, 61(2), 349-374.
Reskin, B. F. (2000). The proximate causes of employment discrimination. Contemporary Sociology, 319-328.
Barak, M. E. M., Cherin, D. A., & Berkman, S. (1998). Organizational and personal dimensions in diversity climate ethnic and gender differences in employee perceptions. The Journal of Applied Behavioral Science, 34(1), 82-104.
Greenhaus, J. H., Parasuraman, S., & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes. Academy of management Journal, 33(1), 64-86.Following
Matine Spence added an answer:How does racism within US popular culture impact black males in the US?
I am looking for journal articles that would help assist me in answering that particular research question.
Jouielle: There is quite a bit of psychological research on how racism in the form of stereotype threat affects black male success on school test performance, athletic performance and other measurable outcomes. A useful introduction to this kind of research is Whistling Vivaldi: How stereotypes affect us and what we can do, by Claude M. Steele (Norton, 2010). There are research papers on how black-sounding names reduce chances of getting job interviews. There is a large amount of research on social group identity and racism. Research on the criminal justice system and racism is another avenue of inquiry.Following
Walter Zuhosky added an answer:Is it possible to consider age as a suspicious discrimination criteria?
There is a global trend towards an aging population. In this context it is questionable whether the age limit in employment could be a discriminatory criteria.
Personally I have seen ageism as a swept under the carpet reality. Sure it is against the law but very little is done to stop this widespread practice against older persons actively pursuing employment. There are certain areas where older workers are common, WalMart for example but tactful anti older worker hiring practices are well entrenched norms.Following
Paul Louangrath added an answer:What is the best method to validate a questionnaire based on a 5 point Likert scale?
I want to check internal consistency, face validity, content validity, convergent and discriminant validity of a questionnaire. What are the latest and best methods for determining these?
ISSUE: Validity Tests
VALIDITY: Validity is defined as the degree of agreement between the claimed measurement and the real world. There are three categories of validity test, namely: (i) content validity, (ii) criterion validity, and (iii) construct validity. Content validity seeks to answer the question of whether the current test covers all relevant items needed to answer the research question. Criterion validity is the degree of correlation between the current test to the predetermined standard. The predetermined standard scores are those that had been tested by prior studies and had been held to be valid. Construct validity is the degree to which the test actually measures what the theory claims.
(i) Face Validity. Use the respondents to answer the question: Does the survey or test measure what it intended to measure? This is the subjective view of the respondents to the survey (not experts). Use this as a test-run before distributed the real survey.
(ii) Content Validity. Use expert panel to answer the question: Is the question or skills measurement int he test "essential" to the intended measurement? Form a panel of subject mater experts (SME) and then ask them whether your intended questions or survey is relevant to your intended research issue? Use the Lawshe test:
CVR = [(ne - N)-N/2 ] / 2
... where CVR = content validitt ratio' ne = number of experts in the panel answered "yes, relevant"; and N = total number of experts in the panel.
(iii) Construct Validity. There are two kinds of construct validity: (a) convergent validity and (b) discriminant validity. A convergent construct validity exists when what is expected to be correlated indeed turns out to be correlated, thus H0: r = 0 and HA: r not equal to 0. The result shows that H0 is incorrect and, thus, is rejected. Whereas, in discriminant validity, r = 0; H0 cannot be rejected. Use correlation coefficient as the unit of analysis.
INTERNAL CONSISTENCY: It appears that the Cronabach's alpha is a common test. However, Cronbach himself had recently admitted that the Cronbach’s alpha is not an appropriate test for reliability. Cronbach wrote that:
“I no longer regard the alpha formula as the most appropriate way to examine most data. Over the years, my associate and I developed the complex generalizability (G) theory. (Cronbach et al. (1963); Cronbach et. al. (1973); see also Brennan (2001); Shavelson and Webb (1991), which can be simplified to deal specifically with a simple two way matrix and produce coefficient alpha (Cronbach (2004), p. 403). Cited in N.M. Webb, R.J. Shavelson and E.H. Haertel (2006). “Reliability Coefficients and Generalizibility Theory.” Handbook of Statistics, Vol. 26, p. 2. ISSN 0169-7161.
Therefore, the use of Cronbach’s alpha must be reexamined. This is not to say that Cronbach’s alpha is not usable; its use and interpretation, however, must be modified. It is a tool to determine whether the response is consistent; this is different from asking whether the instrument produces consistent response?.
 Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16,297-334.
 Cronbach, L. J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302.
 Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575.Following
Jean-Baptiste Marchand added an answer:Is there anyone from different cultures who wants to become a partner for a study on stigmatization against homosexualty?
We plan to study transcultural factors of stigmatization against homosexualty. Anyone who might be interested in from different cultures?Following
Punam Kavade added an answer:What is the difference between discrimination and prejudice?
Can you help me understand better the different antecedents and implications of the differences between discrimination and prejudice? Are they independent or interdependent? How would do you address their overlap statistically?
As per my opinion many times because of prejudice, discrimination take place but prejudice is not the only factor leads to discriminate. However if particular thing is discriminated constantly by many it gives the way to prejudice so both terms are interdependent.Following
Jolanthe de Tempe added an answer:Does anyone know of any recent research on the association between children's involvement in musical activities and their communication development?
Research has shown that a developing foetus can discriminate sounds in the womb from 22 weeks gestation and that early sound discrimination helps to promote later phonic and vocabulary development. In addition, during early social interaction between caregivers and infants there are noticeable patterns of timing, pulse, voice timbre, and gesture that follow many of the rules of musical performance, including rhythm and timing conceptualised by Malloch and Trevarthen (2009) as ‘communicative musicality’. Given the centrality of communication in children’s learning and development (Blackburn, 2014) and the established links between human communication and music, this project seeks to explore the views, understanding and reported practices of interested stakeholders in young children’s musical interactions in home and out-of-home early years settings.Does anyone know of any research that might help with a project and guide the literature review?
No, the article by Deru & Verhofstadt hasn't been translated. But it it is mainly a summary of the studies by Van Puyvelde c.s., which is in English. In the study of musical synchonization between mothers and infants they link musical synchonisation (in pitch as well as in rythm) between mothers and babies to mutual attunement and intersubjectivity, which is known to be important for the babies' secure attachment, which in turn is important for their development and mental health in many aspects, also later in life (e.g. Daniel Hughes, Attachment-focused family therapy, 2007, and Mikulincer & Shaver's review of resarch in Attachment and adulthood, 2007).Following
Walter Demmelhuber added an answer:Precedence Case: Language requirements for EU-students studying in other Member States - high or low?In many member states of the EU (and specifically in Germany) each University is able to set its own standards of language requirements (some recommendations exist from the HRK, but neither regulation nor law).
Generally speaking a university can follow two tracks for education:
1) 'Elitism' and trying to attract the best (for professors, students, research, ...) which (can) lead to effect that entry language criteria are very high so no language student support has to be given or hinders academic understanding
2) 'Place of Learning' meaning that in a mobile EU for most languages students which not have acquired a academic level of the language and students must be given the chance to enter other Member States with medium language levels and continue learning the language at the host university/state
The highest administrative court in Bavaria has now recognized the discrepancy between European standards and unusually high demands of universities and in the Case of Fuentes given protection (http://www.discrimination.guru/?p=52)
What do you think?
PS: for mobile workers (doctors, lawyers, pharmacists, ...) it is already decided. Language levels must be uniform and low to avoid discrimination
(full academic research here: https://www.researchgate.net/publication/262638113_EU_Student_Language_Discrimination_English_Version?ev=prf_pub)
thank you. Then it seems to be similar to Germany where the approach is similar until a student took it to Court and won nationally.
Let's see how it developes at the European Court of Justice.
Ella Pavlotskaya added an answer:Are minimal pairs and auditory discrimination grouped within phonological awareness?
I want to know if I can group minimal pairs and auditory discrimination in phonological awareness category or these three are totally different?
My understanding of phonological awareness is the ability to correctly link phonemes to graphemes, as in reading acquisition. A child is aware, for example, that the letter x signifies the sound combination /ks/. This is why words like "xylophone" to illustrate the concept are confusing, and some modern dyslexia remediating methodologies use words like "fox" instead. Minimal pairs are sounds that are different from each other in voicing, whereas the same in placement (e.g., /b/ and /p/ are both bilabial sounds, but one of them is produced with vocal fold vibration and the other is a silent burst of air; similarly, /g/ and /k/ are both velar sounds, but one is voiced and the other is voiceless). Auditory discrimination is a very early on process. I believe babies acquire this skill by 6 months of age. If your question is whether phonological awareness may be used as an "umbrella term" for both auditory discrimination and minimal pairs, I would say probably not. To my understanding, phonological awareness is a metalinguistic skill, learned much later in development, than auditory discrimination, which is a developmental process. However, when there is a breakdown, and a child lacks the auditory discrimination skills and is unable to hear (and/or produce) sounds correctly, he/she requires remediation, where awareness of the difference between the sounds is explicitly taught via minimal pairs, often before the child is even able to read. I hope this was helpful.Following
Laurel Bornholt added an answer:Are there any standardized tests on racial stereotypes that can be used on school children and teenagers?I am working on a project to assess the knowledge and adherence to stereotypes by primary and secondary school children (10-15yrs old) concerning foreign-born pupils. We already have a qualitative tool that we will be using but I was wondering if there were any standardized tools that could add validity to our research?
A model of children's thoughts and feelings about groups of other children, intended and observed behaviours towards others would be useful in this situation. Add foundations of children's thoughts about others - particularly identities (a sense of individuality, sense of belonging socially, identity of place - local, regional, national - and other identities). This model is useful in monitoring attitudes towards other groups of children and suggests self-categorization theory as a basis for intervention programmes.
For instance, identities are included in the ASK-KIDS Inventory from ACER.
Bornholt, L. J. (2002) Thoughts, feelings and intentions to learn: Attitudes by beginning teachers towards Aboriginal peoples, Social Psychology of Education, 5, 295-309.
Levins, T., Bornholt, L. J., & Lennon, B. (2005) Experience attitudes and feelings and behavioural intentions by teachers towards children with special educational needs, Social Psychology of Education, 8, 329-343.Following
Rolando Garcia added an answer:How do you explain higher discrimination using a SVM score index (unsupervised) from a supervised SVM model using same dataset?
By higher discrimination, we mean higher AUC and specificity. The supervised SVM was trained, tested with a 10 fold cross validation. In my opinion, I would tend to go with the lower results obtained from the supervised SVM - What is your take?
James, No form of validation was used for the unsupervised SVM. The independent test set is a great idea - however, data is limited. And yes, there is probably difference in complexity - supervised model was validated by 10 CV and bootstrapping.
Paul, thanks for the references...Following
Roger Keller Celeste added an answer:Do you have a self-report measure of perceived racial discrimination?
I am looking for a self-report measure of perceived racial discrimination with good reliability & validity. Publicly available would be ideal. Any suggestions would be very much appreciated.
We have conducted a systematic review of scales, (published in Social Science and Medicine) but we found that none were appropriate for our purposed. Then, my colleague, Dr Bastos, developed one (published in Revista de Saúde Pública, link below). We are still improving it. I guess it will be helpful to you. It was planed for interpersonal discrimination from explicit demonstrations that individuals may observe when they are victims.
It is a challenging construct to measure with many details. Even so, the scale has good psychometric properties and good validity among university students.
Amipara Manilal D added an answer:Could you give me some explanations about Construct Validity" , "Discriminant Validity", "Composite Reliability" and "Convergent Validity"?
Also could you tell me whether the below sentence is correct for "Convergent Validity" or no?
"In spite of AVE for some variables are less than 0.5, the factor loadings are more than 0.5. Since all FL for the constructs are significant as required for convergent validity and their values are more than 0.5 then they are valid for convergent validity."
Construct validity means the parameter's defined/promised value is valid (does not go out of specified value) in normal condition. Discriminant validity means in a special case/s it has limitatiuon/s to have parameters value within specified limit. Composite reliability means failure of system depend upon multiple reasons and reliability calculated based on consideration of those multiple failures is called composite reliability.Following
Maheyzah Md Siraj added an answer:Can anyone help with the data selection for training an intrusion detection system?
I have a dataset of network connections (KYOTO +2006) that each connection has a label of attack or normal. (It doesn't determine which kind of attack).
According to a paper that I want to simulate, I need to choose RANDOMLY and FAIRLY a set of data which contain 1 percent of attack and 99 percent of normal but they did not discuss what does FAIRLY means.
I discriminated data in to attack and normal and randomly choose 1% from attack and 99% from normal but my result was too different from the base paper and I think the problem is in Data selection?
I have a question, Is data selection important in training an IDS (intrusion detection system) and what should I choose training data to be sure it covers all kind of attack and normal data.
I am not sure whether my answer is the one you search for.
From my understanding, you already has labelled dataset (Attack or Normal). You must count the percentage of instances that have been labelled as Attack and Normal. For example if your dataset has 100 instances, and you need 1% attack and 99% of normal; then you should have only 1 instance labelled as attack and the rest are labelled as normal. So these 100 instances is your training dataset.
You should have another set of dataset that will be used for testing. Preferably, testing dataset is not labelled. It can be old dataset or new dataset. The detection results (accuracy) from your testing dataset shows your detection performance/capability.Following
Brahim Bouali added an answer:Is anyone aware of an instrument (reliable and valid) that measures knowledge of intersectionality?
I would like to investigate further knowledge of intersectionality.
Very good question.
I developed a technique when I wanted to study the role of ethnocentricity in accented speech. I realized that with sensitive issues there is something more at stake than the classical Labovian observer's paradox or the researcher's bias. Something inherent with the subject itself which may be called the subject paradox.
Anyway, I first used priming and made my subjects not aware of the intentions behind my questions. Then I made a Derridean deconstruction ( the presence that hides absence) of the results I found. But I did not stop there, I wanted to reconstruct the absence ( my results) and see if I can find similar results ( similar presence). For this reason the subjects of my study were the best help. Instead of priming, I asked direct questions linked with the results ( absence) of my findings.
This heterogeneous triangulation is to my mind valid and reliable. Take careFollowing
FC Prinsloo added an answer:What are the possible implications of studying tourists' stereotypes?I have interviewed 50 locals in Petra who work as souvenir sellers and horse guides, the aim was to explore their perceptions on different nationalities of tourists regarding some specific behaviors. The results were showing clear stereotypes of tourists.See if your library has this book on the shelf, otherwise inter library loans:
Ljubomir Jacić added an answer:Have politics in any way affected your career advancement, whether in research or in education?Very often individuals who have achieved very good results in science were obstructed in the choice of their occupations or promotion, unless they were a member of the ruling party. This often happened in communist regimes and even afterwards in the so-called early democracies. Are these injustices corrected and these people rehabilitated, even posthumously? Do we still have such bad practices to prominent members of the scientific and educational communities around the world? What are your own experiences and do you have any information about such cases? Also, many people seem to be dissidents and emigrants in such situations.@Romano, thanks for fine response. It is a common problem in most of the countries with incompatibility of time-scales :Politics and Education! It is a serious problem!Following
Ellen Wiewel added an answer:Is stigma related to HIV/AIDS worse than the stigma related mental health? If not, why were we silent so far?Consider their respective voices.Stigma towards persons with HIV persists, but in the US, it has lessened over the three decades of the epidemic. Reasons I can think of for the reduction in stigma over time include declining HIV incidence, effective treatment, diversification of persons getting infected, and greater tolerance of different groups that have been heavily affected (e.g., gay men).
That said, I'm curious why you're seeking to compare stigma against HIV with that against mental illness. The first is a specific infection, the second a range of conditions, so they're not especially comparable in that sense. And why compare at all? Both are stigmatized, and people with either condition deserve respect and access to care. Are you interested in how anti-stigma activism comes about for each? Maybe existing activism networks among affected people, and homogeneity among the affected, actually support anti-stigma efforts in some sense. Those conditions were present in the gay community in the early days of HIV but perhaps do not exist to the same extent among persons with mental illness.Following
Adrian J Tomyn added an answer:What is the incidence of racism and/or discrimination experienced by Aboriginal people living in cities and remote locations in Australia?I am having trouble finding statistics that evidence the incidence of racism and discrimination experienced by Aboriginal people living in cities and remote locations. Is there a difference in the experience of racism and/or discrimination as a function of geographic location?Good point. Although there are a number of papers that have asked people to indicate the frequency and nature of perceived discrimination. But again, this relies on retrospective recall which is problematic and the issue you raised - subjectivity.Following
Irene Kamberidou added an answer:How can we move from gender devaluation and gender fatigue to gender energy and get more women to ride up the glass escalator?"If you talk to people today in the workplace they construct the workplace as gender neutral, assuming that gender no longer matters because the issue has long been solved, " (Kelan,2010).
Need to focus on innovative approaches to getting gender back on the agenda : re-evaluate our strategies on how we can move from “gender fatigue” to gender energy(Kamberidou 2010, Kamberidou & Fabry 2011)Indeed Angela, in patriarchal societies it is a problem that is not isolated to the work place, but in all social institutions. Now with regard to the western or rather anglo-saxon conception of gender or the term gender vs. sex, the main goal is that of gender equity/social equality for both women and men. Integrating a gender perspective is an issue of integrating diversity into the system, as opposed to wasting it. Gender issues (in western societies, in the developed world) do not only concern women! Men have a gender as well. Men also confront social inequalities and discrimination. Gender studies, for example, are not women's studies, they do not focus exclusively on women, as men have a gender as well. Integrating a gender perspective refers to the process of assessing and reassessing the implications for both women and men of any program and action plan at all levels: social, economic, and political. It requires gender-specific interventions, policies, and practices that may target exclusively women or interventions that target men exclusively or even men and women together. In fact, the goal of integrating the gender dimension into the equation is to transform exclusionary or unequal social and institutional structures into equal and just ones for both women and men. For example, an intervention that targets both women and men is Get Online Week 2013, a pan-European awareness campaign empowering people to use technology and the internet- which ties in with the GrandCoalition for Digital Jobs officially launched at a conference in Brussels in early March 2013 - as over 20% Europeans of both genders are young, unemployed, and mostly unaware that by 2015, up to 900,000 vacancies for ICT-related jobs may remain open if jobseekers (men and women) do not acquire the right digital skills. (Kamberidou 2013) So we need to work together to achieve economic growth and sustainable development. Integrating a gender perspective means eliminating the wastage of talent –utilizing all human resources, the entire talent pool - and as a result, boosting innovation which is a prerequisite for economic growth and sustainable development.Following
Roger Keller Celeste added an answer:What is the relation between discrimination and poverty?Looking for most influential relations between these two categories. How does discrimination make poverty stronger and vice versa?Hi, Cristian,
Of course this goes both ways. However, it is easier to get empirical evidence that people are discriminated because they are poor than the contrary.
It is my opinion that the most common way is people being discriminated because they are poor, and it is less comon to get poor because of discrimination. Anyway, no one know exactly, so I am "theoretically speaking". We should consider that education is a confounder, and discrimination due to education is not "illegal" nor "immoral", right? Also think that good administrator will not employ higly qualified applicants to jobs that do not demand too much (the employee will leave as soon as he/she gets a better job). Elderly (or very young), women and black people may be less likely to get a promotion, but then it is not discrimination due to poverty, but due to sex, age and race.
Consider also that poor people are discriminated not only in job applications, many poor people are discriminated by the police, in social relatioinships, at home, in the streets and so on. Non of those types of discrimination will make poor people poorer.
A friend has developed a scale to measure discrimination, and we have worked toghether in this issue. You may get some data on discrimination due to social class from out paper that evaluates psychometric characteristics.
I think this is a challenging and important issue.Following
An interdisciplinary group on discrimination. Contributing fields include but are not limited to (labor) economics, psychology, social psychology, and sociology. Definitions of discrimination differ between and within these fields. Usually, definitions of discrimination involve some sort of interpersonal treatment that is based on group membership rather than on individual characteristics. Usually, we study forms of discrimination that are considered unfair in a certain context (e.g. discriminating on the basis of race is considered unfair in education). This group is the place to discuss every question related to discrimination, such as: Which forms of discrimination should we distinguish? Which theories help us understand discriminatory behavior? Which methods are suited for studying discrimination? How to interpret particular findings?