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Poster Session: Counseling, Human Development, Business & Library

Material Information

Title:
Poster Session: Counseling, Human Development, Business & Library
Creator:
Best, Haley
Buckley, Jessica
Burch, Rebecca
Buttons, Helena
Dembale, Awa
Gujarati, Joan
Hertik, Hannah
Gold, Zachary
Gonzalez, Tiphanie
Storie, Michelle
Publication Date:
Copyright Date:
2021

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Subjects / Keywords:
Quest 2021
Counseling
Human Development
Library Science
Business

Notes

Abstract:
Beyond the Numbers: Interventions Addressing Math Anxiety by Haley Best, Dr. Michelle Storie, and Dr. Joan Gujarati. Since math anxiety often has less to do with a student's actual mathematics ability than the fear surrounding it, what interventions have been shown to reduce math anxiety? Journaling about math anxiety prior to taking a test has been shown to boost math test scores of math anxious students as well as limit working memory demands from math anxious thoughts. Having open dialogues with students and valuing multiple entry points for problem-solving are also effective strategies (Gujarati, 2015). Ruff and Boes (2014) showed promising findings for improving both math achievement and lessening math anxiety when school counselors conducted an intervention group teaching cognitive-behavioral strategies and other related techniques. Ramirez, Shaw, and Maloney (2018) describe multiple types of interventions targeting math anxiety, including exposure, math skill, and interpretation. Chang and Beilock (2016) also report success from interventions incorporating relaxation training, deep breathing, and even listening to relaxing music. These interventions and others will be discussed in the context of the school environment. What can school professionals do to mitigate math anxiety? What class-wide or small-group interventions could be implemented and what strategies could be conducted, if needed, through virtual or home-based formats? ( ,,,,,,,,,,,,,,,, )
Abstract:
Evaluating Children’s Problem Solving in a Collaborative Building Task by Dr. Zachary Gold, Hannah Hertik and Jessica Buckley. Children use problem solving to navigate a variety of developmental and social tasks. Previous research on early problem solving employed controlled laboratory tasks or structured play paradigms. To our knowledge, no research has evaluated children’s use of problem solving in ecologically valid informal learning contexts, such as play with friends. The goal of this study was to employ a new observational measure of problem solving language and behavior during completion of a construction play task. Two undergraduate research assistants coded 68 children’s collaborative peer play. We hypothesized that children’s problem solving would be positively associated with their ability to replicate a premade construction model. Faculty and students will share preliminary results and implications for STEM education.
Abstract:
Outside of the Expected: How Sex Discrimination Effects Gender Nonconforming People by Helena Buttons. "Gender roles in the workplace have been studied extensively as the United States attempts to work it’s way towards gender equality. We understand that jobs are gendered, with the traits of the job unconsciously being reflected in those hired. This is based upon Alice Eagly’s 1987 Gender Theories of communal and agentic roles. The problem that this paper attempts to address is where gender non-conforming (GNC) people fit in this gender equality fight. It is my hypothesis that because GNC people do not adhere to the traditional traits of either gender, they are subject to additional discrimination in the workplace. I explore this through utilizing primary research. I claim that GNC people assigned male at birth who are perceived as men will be “punished” or less likely to secure employment because of their defection from their assigned masculine expectations. I also attempt to describe that GNC people assigned female at birth are just as likely to experience the discrimination of women because of the perception of them as women. GNC who are androgynous are not seen as capable of performing the duties of man or woman. These statements result in the exploration of how discrimination based upon sex is more complicated than simply female/male, and the United States must bridge the gap through revised legal protection."
Abstract:
Penfield Library vs. COVID-19: An Analysis of Research Help Desk Services by Awa Dembele.
Summary:
Session Chair: Tiphanie Gonzalez
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Collected for SUNY Oswego Institutional Repository by the online self-submittal tool. Submitted by Zach Vickery.

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Beyond the Numbers: Interventions Addressing Math Anxiety Quest Symposium April 14, 2021 Haley Best, B.A. Graduate Student School Psychology Program Joan Gujarati, Ed.D. Assistant Professor Curriculum & Instruction Michelle Storie , Ph.D. Assistant Professor Counseling & Psychological Services

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Introduction: Setting the Scene Math anxiety tension, apprehension, or fear that interferes with math (Ashcraft, 2002). It is separate from general trait anxiety or test anxiety ( Hembree , 1990; Kazelskis et al., 2000) . Math anxiety is a global phenomenon (OECD, 2015) . It can be a gatekeeper to advanced studies and certain careers. In the U.S., an estimated 25% of 4 year college students and up to 80% of community college students suffer from moderate to a high degree of math anxiety (Yeager, 2012) . Math anxiety in elementary children is a neglected area of research (Jameson, 2014). However, research that exists has shown that math anxiety increases with age during childhood ( Dowker et al., 2016) . Purpose of our literature review presentation is to explore what has been done in the realm of childhood math anxiety and what needs to be done to help guide us in fine tuning our research study.

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Methods Literature Review Reviewed 56 articles Search terms Math anxiety/mathematics anxiety Causes/factors Treatment Intervention High, middle, and elementary school & college Google Scholar & SUNY databases Math Anxiety Assessments Math anxiety measures & previous research using math anxiety measures Measures found in the U.S. for elementary populations Mathematics Anxiety Rating Scale (MARS) ( Suinn , 1972 1988) Mathematics Anxiety Scale Revised (MAS R) (Bai et al., 2009) Scale for Assessing Early Mathematics Anxiety (SEMA) (Wu et al., 2012) (CAMS) (Jameson, 2013) Math Anxiety Scale for Young Children Revised (Ganley & McGraw, 2016 ) Child Math Anxiety Questionnaire Revised (CMAQ R) (Ramirez et al., 2013; Suinn , Taylor, & Edwards, 1988)

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Results: Math Anxiety Interventions Reappraising anxiety as excitement (Brooks, 2014) or interpretation of math performance and physiological responses (Ramirez, Shaw, & Maloney, 2018) There is some merit to focused breathing exercises ( Brunye et al., 2013) promising effects ( Dowker , Sarkar, & Looi , 2016) Sedative music has been shown to lead to self reported math anxiety gains, but not physiological effects (Gan, Lim, & Haw, 2015) Counseling lunch groups addressing improving math confidence and teaching math study skills effective in reducing math anxiety (Ruff & Boes , 2014) Relaxation training reduced math anxiety (Sharp et al., 2000) Supplemental math instruction/strategy training reduced math anxiety ( Supekar et al., 2015; Passolunghi et al., 2020)

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Discussion and Implications Limited research studies done with elementary aged children (Gunderson et al., 2018; Namkung , Peng, & Lin, 2019) Math anxiety is prevalent in young children, but much research is still needed to explore the developmental trajectory of math anxiety, contextual factors related to its development, and the consequences of math anxiety in this population (Jameson, 2014; Passolunghi et al., 2020) Need for some qualitative research to supplement the quantitative math anxiety scales Need for further research on the relationship between anxiety Need for longitudinal studies to examine the development of math anxiety over time and determine which interventions are effective long term

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Selected References Chang, H. & Beilock , S. L. (2016). The math anxiety math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research, Current Opinion in Behavioral Sciences , 10 , 33 38. Ganley , C. M. & McGraw, A. L. (2016). The development and validation of a revised version of the Math Anxiety Scale for Young Children, Frontiers in Psychology , 7 , 1 16. Jameson, M. M. (2014). Contextual factors related to math anxiety in second grade children, The Journal of Experimental Education , 82 (4), 518 536 . Passolunghi , M. C., DeVita , C., & Pellizzoni , S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training, Developmental Science , 1 12. Ramirez , G., Shaw, S., & Maloney, E. A. (2018). Math anxiety: Past research, promising i nterventions, and a new i nterpretation f ramework, Educational Psychologist , 53 (3), 145 164. Zenner , C., Herrnleben Kurz , S., & Walach , H. (2014). Mindfulness based interventions in schools a systematic review and meta analysis, Frontiers in Psychology , 5 , 1 20. *For additional references, please email the authors at their email addresses on the final slide. This presentation has been designed using resources from PoweredTemplate . com

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Summing it Up For additional information, including questions and comments, please contact us at: Haley Best hbest@oswego.edu Joan Gujarati joan.gujarati@oswego.edu Michelle Storie michelle.storie@oswego.edu Thank you!



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W estern culture emphasizes the traits associated with the binary identities of man emotionally expressive) or agentic (assertive, competitive, and dominant) (Bakan, 1966). In a created by Alice Eagly in 1987 posits that social roles (both agentic and communal) are formed through the expression of perception of these it’s impacts on the idea of implicit/internal/ unconscious bias as well as gatekeeper bias. Our by the perceptions that create these social roles. There are hundreds if not thousands of studies that explain how everything from facial maturity of a candidate to be chosen for a position. In a particularly relevant study, a group of researchers analyzed the responses of over 200 university psychology departments when faced with two CVs, one a masculine name and one a feminine name. The male candidate was hired 73% of the time, while the female only 45%. (Steinpries, Anders, and Ritzke, 1999). With the current wage gap in the U.S. at 82 cents for women of all races to the dollar of men of all races, it is of the utmost importance to understand the complexities of gender identity, gender presentation, and anticipated gender adherence in the workplace. (Blieweis, 2020) Gender identity refers to how a person relates to society in terms of their gender. Philosopher Judith Butler’s theory of gender performativity of gender identity person’s validation from social interactions that informs how they relate to the societal gender comfortable with the labels of “man” or “woman” may choose to identify as other. These labels can include gender nonconforming, It is my theory that gender expansive individuals face what I have decided to call a “quadruple standard” based upon the binary gender that they are perceived as. Using support from previous studies such as Pleck’s 1976 study that engages toxic masculinity, Rosette et al’s study that speaks on vulnerability in men 2020 examinations of gender and assertiveness in hiring, I argue that non-binary individuals are held to the expectations of both binary those of binary gender. Should the non-binary individual be perceived as masculine or manly by the employer, subconsciously that employer would negatively view them for stepping outside of the masculine standard. Should a non-binary individual be perceived or expected to be a woman, they would face the same unconscious discrimination that might befall a woman. Because of this, gender noncomforming individuals face the impossible challenge of navigating the workplace in a nonexistent space. The supreme court, under Title VII of the Civil Rights Act of 1964, established in June of 2020 that a person may not be discriminated against on the basis of gender identity or sexual orientation because discrimination based upon them cannot happen without discrimination based upon sex. However, Bostock does not address issues such as bathrooms, dress codes, or other discriminatory Discrimination Survey of 2020 showed that almost all nonbinary individuals have experienced some form of workplace discrimination, including job loss, harassment, and hostility. What do I In order to work towards the nondiscrimination of gender noncomforming individuals, here are a few ways in which to take action. Consider installing gender-neutral bathrooms in the workplace to ensure bathroom safety for everyone. Place explicit protection in company policies to protect nonbinary people including procedures in place for grievances of discrimination Broaden our diversity trainings to include comprehensive gender diversity trainings Consider gender neutral options when writing dress codes in order to allow for comfortable gender expression Avoid gendered language in company materials. Consider using they when in reference to s/he Job postings should contain language nonstereotypical of any particular gender identity Create a preferred name policy and procedure in the workplace, where the employee may utilize a preferred name over a legal one. Protect the employee’s privacy in regards to their legal name and gender marker. Include expansive health insurance to cover medical transitions Use pronouns in email signatures and on nametags The Quadruple Standard: The performance a gender non-conforming person may be expected to complete based upon their perceived gender identity. Additional Information and resources can be found at OutandEqual.org Special Thanks to Professor Kristen Sotak for her support with this project.



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Evaluating Children’s Problem Solving in a Collaborative Building TaskDr. Zachary S. Gold, Hannah Hertik, & Jessica Buckley All children Grade K Grade 2 Grade 5 Unoccupied 5% 12% 3% 2% Observing 18% 17% 14% 23% Solitary 30% 38% 43% 18% Collaborative 47% 33% 40% 57% INTRODUCTION STUDY GOALS PROBLEM SOLVING OBSERVATION SCHEME RESULTS DISCUSSION METHOD•68 same age 7 year olds (32 girls; 36 boys) observed in dyads with a close friend to copy a premade construction. • Video coders documented each child’s rate of engagement in seven language and action based problem solving skills during the play task (Cohen’s K = .79). • Each dyad received a task completion score on a 5 point scale (0 4) representing the extent to which the construction was successfully replicated. • Data was analyzed at the dyad level to account for shared play influences ( N = 34). Project developed as part of the Horizon Postdoctoral Fellows Program, Department of Education, Concordia University. Video data collected by Ganie B. DeHart, Sibling and Peer Research Group, SUNY Geneseo.• Results provide evidence that observing play based problem solving may be an ecologically valid cognitive assessment approach (Kelly Vance & Ryalls, 2005). • To our knowledge , this is first study to assess children’s problem solving outside of structured laboratory settings, documenting naturalistic language and behavior as a window into cognitive development. • Findings suggest providing semistructured construction play contexts may support children’s goaldirected problem solving. • Future research should examine specific problem solving behaviors in more detail, including influence of language on children’s collaborative engagement in problem solving. • Problem solving is a cognitive skill focused on mentally representing problems, planning solutions, executing plans, and evaluating and correcting errors (Zelazo & Frye, 1998). • Children rely on problem solving while navigating many developmental and social tasks (Newcombe, 2017). • Previous research on early problem solving employed controlled laboratory tasks or structured play paradigms (Fawcett & Garton, 2005). • No research evaluated children’s use of problem solving in ecologically valid informal learning contexts, such as play with friends. • Gather reliability and validity data on a new observational measure of children’s problem solving skills. • Examine associations of problem solving with boys’ and girls’ ability to complete a construction play task. • Inform scholarly understanding of problem solving as an important early childhood cognitive domain. • Data reduction procedures resulted in an aggregate problem solving variable including four of seven behaviors: planning, realization, confirmation, and comparison ( = .61). • The problem solving variable and task completion scale were standardized to z scores • Aligning with previous research on early STEM play, there were no significant gender differences in problem solving frequency or task completion (Gold et al., 2021). . • R egression model, controlling for gender and play set, revealed a significant positive association between problem solving and task completion = .39, SE = .19, p = . 049. • For each standard deviation increase in problem solving, task completion increased .39 standard deviations. TASK COMPLETION SCALE PLAY SETTING