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   https://doi.org/10.1080/10508406.2022.2073233  

   McNeill, R. T. ; Leyva, Luis A. ; Marshall, B. L. ( June 2022 , Journal of the Learning Sciences)

   BACKGROUND. Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. METHODS. Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty’s perceptions of instructional events. FINDINGS. Our analysis revealed two dominant discourses: (i) Race and gender are insignificant social markers in undergraduate calculus; and (ii) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We also highlight how faculty dysconsciousness in reports of instructional practices reflect potential operationalization of dominant discourses that reinforce colorblind racism. CONTRIBUTION. With limited research on faculty perspectives on racial equity in mathematics, our study documents how color-evasive, gender-neutral discourses among mathematics faculty shape orientations to instruction that reinforce the gatekeeping role of calculus in STEM higher education. Implications are provided for race- and gender-conscious undergraduate mathematics instruction and faculty development. 

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3. Learning Gender-Neutral Word Embeddings

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   Glazier, Jessica J. ; Gülgöz, Selin ; Olson, Kristina R. ( July 2020 , Child Development)

   Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3‐ to 5‐year‐old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender.

    

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5. L-shaped distribution of the relative substitution rate (c/μ) observed for SARS-COV-2's genome, inconsistent with the selectionist theory, the neutral theory and the nearly neutral theory but a near-neutral balanced selection theory: Implication on “neutralist-selectionist” debate

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