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1. “Whose story is being told?”: Local history, cultural heritage, and digital maps.

   Alexander, C; Brown, K; Weinburgh, M; Valverde, E (April 2023, Society for Information Technology and Teacher Education Conference Proceedings)

   Langran, E (Ed.)

   A critical outcome in social studies education is identity development, and an important component of this process is students establishing a sense of place in their communities, nation, and world. Using data from a southwestern city in the United States, researchers investigated the intersection of local history, identity development, and cultural heritage resources using GIS technology. The instructional unit in which students participated utilized a variety of geospatial technologies which facilitated the visualization of geographic concepts, field-based data collection of geocoded places, and creation of a digitally-mediated cultural heritage map, which allowed students to create a narrative around their cultural identity. The study followed an interpretive case study design. Based on the findings from this study, important implications emerged, which are valuable for both future research in this area, as well as for teachers who wish to replicate this pedagogical approach in their own teaching practice. The implications include the flexibility of geospatial technologies for addressing content-area concepts at all levels of the instructional unit, the potential of geospatial technologies for supporting student cultural identity development, and the value of school-university partnerships in promoting innovative teaching strategies in a high school classroom. 

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2. Hydropower, Social Capital, Community Impacts, and Self‐Rated Health in the Amazon*

   https://doi.org/10.1111/ruso.12419  

   Mayer, Adam; Lopez, Maria_Claudia; Cavallini_Johansen, Igor; Moran, Emilio (November 2021, Rural Sociology)

   Abstract Nations in the global South have developed hydropower projects at a rapid pace in recent decades, most notably Brazil and China. These projects have long‐documented impacts on social and ecological systems, yet the implications of hydropower for human well‐being and health are not fully understood. In this paper, we examine eight Brazilian Amazon communities in the Madeira river basin, near the Jirau and Santo Antônio dams (sample size: 536 households). We evaluate how impacts on community resources, social capital, and the experience of resettlement influence self‐rated health in these communities. Results suggest that the dams strained community resources and social capital, which were associated with reductions in self‐rated health. In particular, cognitive social capital (i.e., trust) is lower after the dams' construction. The effect of resettlement and compensation is more nuanced and qualified. This work suggests that hydropower projects have broad deleterious impacts on well‐being and health of human populations in hosting regions and that better directed efforts are required on the part of dam developers to reduce these negative outcomes. 

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3. The high health risks of unaffordable water: An in-depth exploration of pathways from water bill burden to health-related impacts in the United States

   https://doi.org/10.1371/journal.pwat.0000077  

   Sarango, Mariana; Senier, Laura; Harlan, Sharon L. (March 2023, PLOS Water)

   Winkler, Inga T. (Ed.)

   Access to clean and safe water is essential for human health and well-being, but recent and substantial increases in the cost of water for residential customers in the United States endanger the health of those who cannot afford to pay. This study identifies pathways through which unaffordable water bills may influence the behaviors and health of vulnerable people. We interviewed a sample of low-income residential water customers who were experiencing water bill hardship in Boston and Chelsea, Massachusetts, U.S. between October 2018 and December 2019. We conducted a thematic content analysis of interview transcripts. Results showed that some participants improvised ways to pay their water bills, and some confronted obstacles that made it simply impossible to pay at times. Behavioral responses to coping with high water bills were influenced by household earning potential, self-reported health status, caretaking responsibilities, and accessibility of utility assistance programs. Consequences of unaffordable household bills included reduced access to other necessities, debt accumulation, risk of water shutoff, housing insecurity, and public humiliation. Reported health-related impacts of water bill hardship were food insecurity, underutilization of healthcare and medications, and decline in mental health. Comprehensive reforms at all levels of government are needed to make water affordable for all low-income households. Federal investments in water infrastructure, state oversight of affordability and human rights, as well as municipal tiered water pricing and comprehensive assistance policies for low-income households are needed to address the growing water affordability crisis and to mitigate harm to the well-being of vulnerable residents and communities in the United States. 

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4. Does gender structure social networks across domains of cooperation? An exploration of gendered networks among matrilineal and patrilineal Mosuo

   https://doi.org/10.1098/rstb.2021.0436  

   Mattison, Siobhán M.; MacLaren, Neil G.; Sum, Chun-Yi; Shenk, Mary K.; Blumenfield, Tami; Wander, Katherine (January 2023, Philosophical Transactions of the Royal Society B: Biological Sciences)

   Cooperative networks are essential features of human society. Evolutionary theory hypothesizes that networks are used differently by men and women, yet the bulk of evidence supporting this hypothesis is based on studies conducted in a limited range of contexts and on few domains of cooperation. In this paper, we compare individual-level cooperative networks from two communities in Southwest China that differ systematically in kinship norms and institutions—one matrilineal and one patrilineal—while sharing an ethnic identity. Specifically, we investigate whether network structures differ based on prevailing kinship norms and type of gendered cooperative activity, one woman-centred (preparation of community meals) and one man-centred (farm equipment lending). Our descriptive results show a mixture of ‘feminine’ and ‘masculine’ features in all four networks. The matrilineal meals network stands out in terms of high degree skew. Exponential random graph models reveal a stronger role for geographical proximity in patriliny and a limited role of affinal relatedness across all networks. Our results point to the need to consider domains of cooperative activity alongside gender and cultural context to fully understand variation in how women and men leverage social relationships toward different ends. This article is part of the theme issue ‘Cooperation among women: evolutionary and cross-cultural perspectives’. 

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5. Explaining Choice, Persistence, and Attrition of Black Students in Electrical, Computer, and Mechanical Engineering: Year 3

   Mobley, Catherine; Orr, Marisa; Brawner, Catherine E.; Brent, Rebecca (July 2021, Proceedings of the 2021 American Society of Engineering Education Annual Conference)

   Our transformative mixed-methods project, funded by the Division of Engineering Education and Centers, responds to calls for more cross-institutional qualitative and longitudinal studies of minorities in engineering education. We seek to identify the factors that promote persistence and graduation as well as attrition for Black students in Electrical Engineering (EE), Computer Engineering (CpE), and Mechanical Engineering (ME). Our work combines quantitative exploration and qualitative interviews to better understand the nuanced and complex nature of retention and attrition in these fields. We are investigating the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what ways do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? In this paper, we report on the results from 79 in-depth interviews with students at Predominantly White Institutions (PWIs) and a Historically Black University (HBCU [or HBU]). We describe emergent findings during Year 3 of our project, with a focus on four papers-in-progress: • Paper # 1: Our project utilized several innovative strategies for collecting narratives from our 79 interviewees. In particular, we developed a card-sorting activity to learn more about students’ reasons for choosing their engineering major. We have explored a variety of ways to analyze the data that illustrate the value of this type of data collection strategy and which will be of value to other researchers interested in decision making where there is a potentially complex set of factors, such as those found in deciding on a major. • Paper # 2: We summarized student responses to a pre-interview climate survey about three domains – Teaching and Learning, Faculty and Peer Interactions, and Belonging and Commitment. We investigated two questions: Are there differences between persisters and switchers? And, are there differences by study major? Results indicate substantial differences between persisters and switchers and some differences between ME and ECE students. • Paper # 3: Preliminary analysis of interviews of 10 HBCU Black students and 10 PWI Black students revealed that students enact several different types of community cultural wealth, particularly family, navigational, aspirational, social and resistant capital. Early results suggest that the HBCU students enacted a different form of family capital that resided in their “HBCU family” and the opportunities that their college-based networks afforded them to succeed in the major. PWI students described various forms of navigational capital and assets that were enacted in order to succeed at their study institutions. Our paper concludes with implications for university policies and practices aimed toward underrepresented students. 

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