- Award ID(s):
- 2042875
- NSF-PAR ID:
- 10348442
- Date Published:
- Journal Name:
- Youth & Society
- Volume:
- 54
- Issue:
- 3
- ISSN:
- 0044-118X
- Page Range / eLocation ID:
- 347 to 371
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The advent of Internet-enabled mobile digital devices has transformed U.S. adolescent technology use over the last decade, yet little is known about how these changes map onto other health-related behaviors. We provide a national profile of how contemporary technology use fits into adolescents’ daily health lifestyles compared with the previous generation, with particular attention to whether and for whom technology use displaces time spent in sleep or physical activity. Time diaries were collected from 11- to 17-year-olds in 2002-2003 ( N = 1,139) and 2014-2016 ( N = 527) through the U.S. Panel Study of Income Dynamics Child Development Supplement. Contemporary adolescents spent 40 minutes more per week in technology-focused activities, but their composition was more varied compared with the earlier cohort. Contemporary technology use was predictive of less time in physical activity, and adolescents who engaged in frequent video game play spent less time in physical activity compared with peers with other technology use profiles.more » « less
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Abstract Background The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing.
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Results Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience
social inclusion andprofessional respect at school and work. Students with disabilities are more likely tointend to leave their engineering programs and professionals with disabilities are more likely to havethought about leaving their engineering jobs compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity.Conclusion These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.
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