University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science

Abstract: The study of the identity processes of women of color in science-based fields helps us (a) find ways to support similar women, and (b) study the dynamics of inequity, within and beyond science. Participants in this study (a Black woman, a Latina, and an American Indian woman) survived inadequate high schools and discouraging college science departments to win formal recognition (fellowships, publications). Using multiracial feminist theory, including intersectionality, and practice theory, we conceptualize authoring of identity as an ongoing process. Qualitative methods were designed around Black feminist precepts of caring and personal accountability, the use of concrete experience and of dialogue (Collins, 2000a). Participants' opportunities to author legitimate science identities were constrained by their location in the matrix of oppression. They reported conflicts between their identities as women of color and as credible science students, and having racist, sexist identities ascribed to them. All became more adept at fending off negative ascription and all found settings with less identity conflict; their ability to read a situation and quickly adjust, la facultad (Anzaldua, 1999) helped them survive. But the fact that they have needed to do this is unjust.

Frustration in Infancy: Implications for Emotion Regulation, Physiological Processes, and Temperament

Abstract: A study sample of 162 six-month-old children was selected from a larger sample of 346 infants on the basis of parents' report of their infants' temperament and a laboratory assessment of temperament. Infants were classified as easily frustrated and less easily frustrated and compared on a number of emotion regulation, physiology, and temperament measures. Results indicated that male and female infants were equally likely to be classified as frustrated and less easily frustrated; however, male infants were less able to regulate physiologically. Easily frustrated infants used different emotion regulation strategies and were observed to be less attentive and more active than less easily frustrated infants when observed in the laboratory. These infants were also characterized by their parents as more active, less attentive, and more distressed to novelty. Infants classified as easily frustrated were more reactive physiologically and less able to regulate physiological reactivity than their less easily frustrated counterparts. It is hypothesized that this cluster of characteristics may constitute a unique temperamental type that may have implications for other types of behavioral functioning. Limitations of the study are that observations are based on a single brief assessment of the infant, modest effect sizes were found, and the study is cross-sectional.

Performing Cultural Work in Demographically Changing Schools: Implications for Expanding Transformative Leadership Frameworks

Abstract: Purpose: Marginalizing dynamics can emerge in school communities that are experiencing rapid demographic change, even when led by equity-oriented principals.The purpose of this article is to consid...

The emergence of children's causal explanations and theories: Evidence from everyday conversation.

Abstract: This research examines the content of explanations that 4 English-speaking children gave or asked for in everyday conversations recorded from 2 1/2 to 5 years of age. Analyses of nearly 5,000 codable explanations (identified by markers like why or because) focused on the entity targeted for explanation (e.g., person, animal, object), the explanatory mode of causal reasoning (e.g., psychological, physical), and interrelations between these elements. Children's explanations focused on varied entities (animals, objects, and persons) and incorporated diverse modes (psychological, physical, social-conventional, and even biological reasoning). Children's pairings of entities with explanatory modes suggest appropriately constrained yet flexible causal reasoning. These data are consistent with the hypothesis that young children draw on several complementary causal-explanatory theories to make sense of real-life events.