Race, Risk, and the Emergence of Gender Boundaries: Kids Crossing Boundaries in Summer Camps

My study explores how children established and crossed gender boundaries in four recreational settings with different racial compositions and patterns. Children generally marked boys' gender boundary crossing as more deviant than girls' crossing. However, the amount of gender salience structured into each setting and the salience of race in each setting affected campers' perceptions of the risks from gender boundary crossing and, thus, their strategies for crossing. My findings suggest that the perceived race of the actor may be less important than the race of the audience. Also crucial are the ways in which race category membership gives meaning to gender boundaries and to gender deviance in a particular situation.     

A circular-cone test for testing homogeneity against a simple tree order

Several methods exist for the problem of testing the equality of several treatments against the one-sided alternative that the treatments are better than the control. These methods include Dunnett's test, Bartholomew's likelihood-ratio test, the Abelson-Tukey-Schaafsma-Smid optimal-contrast test, and the multiple-contrast test of Mukerjee, Robertson, and Wright. A new test is proposed based on an approximation of the likelihood-ratio test of Bartholomew. This test involves using a circular cone in place of the alternative-hypothesis cone. The circular-cone test has excellent power characteristics similar to those of Bartholomew's test. Moreover, it has the advantages of being simpler to compute and may be used with unequal sample sizes.     

Teachers' Reactions to Children's Aggression

Drawing on social schema theory ( Fiske & Taylor, 1991 ) and social identity theory ( Tajfel & Turner, 1979 ), this study examined the impact on teachers’ reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers (N =90) each read a scenario that described an aggressive episode committed by a group of boys against a boy from another class. The aggressors were either good or bad children, who were either popular or unpopular with their classroom peers. In addition, the scenario manipulated the teachers’ identification with, or commitment to, the class to be either high or low. Analysis of the teachers’ ratings of causal responsibility, liking, and recommended punishment revealed a consistent negative response from the teachers towards the aggressors versus the victim. However, the teachers’ responses were also interactively influenced by the aggressors’ goodness and popularity, as well as the teachers’ class identification. The results are discussed in relation to other findings on teachers’ responses to school aggression and bullying, as well as how their responses might best be explained.     

On the preservation of copula structure under truncation

The author characterizes the copula associated with the bivariate survival model of Clayton (1978) as the only absolutely continuous copula that is preserved under bivariate truncation.     

Media Technologies, Images of Drugs, and an Evocative Telepresence

I regard electronic media technologies as framing devices for how viewers perceive issues associated with illegal drugs. Controllers of electronic media technologies produce and disseminate images of illegal drugs and users of such drugs to which viewers respond. People who control the images of electronic media production create an evocative telepresence, or a visual context that relies on appeals to authority and emotion. However, viewers do not merely respond to images of illegal drugs; rather, they actively interpret such images and draw their own conclusions. To demonstrate the complex relationship between electronic stimuli and viewer responses, I report on a classroom experiment comparing those who saw and heard a heroin user with those who only heard this user. I also report findings from student perceptions of and reactions to four drug films. Results of the experiment and the readings of films indicate that viewers, especially those who can see and hear electronic displays, are sophisticated consumers who respond to immediate stimuli while making reference to distal stimuli. In the main, I contend that electronic images of illegal drugs and users in an evocative telepresence are powerful stimuli, but they do not cause viewer perceptions.     

De minimis and equity in risk

Indices and orderings are developed for evaluating alternative strategies in the management of risk. They reflect the goals of reducing individual and collective risks, of increasing equity, and of assigning priority to the reduction and to the equity of high risks. Individual risk is defined as the (random or non-random) level of exposure to a danger. In particular the role of a lower negligibility level is investigated. A class of indices is proposed which involves two parameters, a negligibility level and a parameter of inequality aversion, and several interpretations of the indices are discussed. We provide a set of eight axioms which are necessary and sufficient for this class of indices, and we present an approach to deal with partial information on the parameters.     

美国主流媒体对“一带一路”报道的话语建构研究

共建“一带一路”倡议如今已经走过十余年历程,取得了突出成就,为共建国家发展赢得新的机遇。随着美国对“一带一路”的关注度持续上升,分析美国主流媒体对“一带一路”的相关报道可以反映美国对该倡议的态度,便于中国做出有效应对措施。研究运用语料库文本挖掘方法,选取美国两大主流媒体《纽约时报》《华盛顿邮报》中涉及“一带一路”的报道文本,从主题分布、主体建构、搭配词和索引行等维度考察美国主流媒体对该倡议的话语建构方式。研究发现,十年间美国两大媒体对“一带一路”的报道包括“一带一路”建设内容和中国影响力等多个主题。根据时间变化,报道主题存在三个阶段的差异:初期突出中国与亚洲国家的合作,中期重点报道中国的世界影响力,近期涉及新冷战等主题。两大媒体通过勾勒基础设施建设与投资、大国关系和中美贸易等内容建构“中国”和“一带一路”形象,对该倡议的认知从早期的中性态度转向中近期的消极态度。基于此,一方面适时开展舆论反击工作是应对美国舆论的关键,向美国媒体传递高质量“一带一路”信息以回击不实言论;另一方面事实胜于雄辩,继续坚持共建“一带一路”是长期发展之要义,展现大国的胸怀与担当,吸纳更多国家参与“一带一路”,推动共建国家合作共赢,促进文明交流互鉴。     

数字素养与农户收入差距:加剧还是缓解?——基于中西部地区的微观证据

数字经济时代,数字贫困问题对农户收入差距的影响引发新的关注。基于2021年中国农村经济与农村金融数据,采用再中心化响应函数(RIF)回归方法探究数字素养对农户收入差距的影响。研究发现:(1)数字素养显著扩大了农户收入差距,并具备明显的马太效应,高数字素养能够攫取更多数字红利,而低数字素养更容易陷入“数字贫困”状态,无法发挥出数字经济的增收效应。(2)应用数字素养会显著加剧农户收入差距,而通用数字素养对农户收入差距的影响并不显著。这种情况也得以印证,现阶段数字“接入鸿沟”已经得以解决,数字“应用鸿沟”差距逐渐凸显。(3)数字素养能够缩小农户财产性收入差距,但会显著扩大工资性收入差距与非农经营性收入差距。脱贫地区受到数字素养的马太效应更强,农户收入差距明显加剧。研究结论证实了我国农村内部存在明显的数字鸿沟,同时数字贫困问题加剧了农户收入差距。新发展阶段我国数字乡村战略的推进不仅要注重农村低收入群体以及弱势群体数字素养的培育,更要加快构建农村数字经济的包容性发展路径,助力农民农村共同富裕的实现。     

儿童运动看护家庭嵌入支持策略探索

学龄前儿童的身体健康与家庭教育一直是国家和社会的关切焦点,通过家庭嵌入的运动看护可以更好的促进学龄前儿童身心健康发展。本文运用文献资料法及系统科学思想,提出了相应的支持策略：重视家庭教育与看护培训,构建儿童运动看护发展动力源;提供心理支持与健康监督,保障儿童运动看护整体科学性;推进家校共育与信息共享,搭建儿童运动看护家校平台;完善社区参与与家庭融合,促进儿童运动看护持续协调发展。     

数字素养是乡村生活数字化转型的驱动力吗?——基于山东省1 037位农村居民的调研数据

从数字技术应用素养、数字内容社交素养、数字媒体创新素养和数字安全保护素养4个维度构建农村居民数字素养评价指标体系,探讨数字素养对农村居民数字生活参与的影响效应和作用机制。研究发现,农村居民数字素养总体偏低。数字素养显著正向影响农村居民数字消费、数字文娱、数字出行、数字教育、数字医疗和数字生活参与度。社会网络、社会学习和自我效能感在上述影响中发挥部分中介作用,并且对不同领域数字生活的影响有较显著差异。进一步研究发现,数字素养通过强弱社会关系网络对农村居民各领域数字生活影响存在差异,尤其是弱关系网络对参与复杂数字生活有显著影响。据此提出建立健全数字教育培育体系,提高农村居民自我效能感,统筹协调强、弱社会网络,提升社会学习能力等对策建议。