Philip Gibson

The role of sex, gender, and education on depressive symptoms among young adults in the United States.

BACKGROUND Men are less likely to experience depression and both women and men who self-assess as high in traits associated with masculinity are less likely to experience depression. Recent theoretical developments stress that the context of gender construction varies by other aspects of social status such as education. METHODS Data come from the National Longitudinal Study of Adolescent Health Wave III, romantic relationship sub-sample, a nationally representative sample of middle and high school students in the U.S. in 1997. Wave III data were collected in 2001-2002 when they are ages 18-26. A subsample of individuals who were or currently are in a romantic relationship (N=4302) were administered the Bem Sex Role Inventory (BSRI). RESULTS We find that femininity, not masculinity, results in less depressive symptoms among women regardless of education. Femininity is associated with less depressive symptoms among college educated men, but masculinity is associated with less depressive symptoms among non-college educated men. Sex differences in the association between gender traits and depression symptoms are smaller among those who have attended college. CONCLUSIONS Results stress the importance of context for understanding the relationship between sex, gender, and depression. Individuals benefit more from both masculinity and femininity with increased education. Conversely, those with less education may be penalized for sex-gender incongruent traits in terms of mental health. LIMITATIONS These analyses are cross-sectional, making causal inference impossible. This sample is limited to young adults who were or had been in a romantic relationship at the time of the survey.

Integrating Computing across the Curriculum: The Impact of Internal Barriers and Training Intensity on Computer Integration in the Elementary School Classroom.

This study examines the relationship between internal barriers, professional development, and computer integration outcomes among a sample of fourth- and fifth-grade teachers in an urban, low-income school district in the Southeastern United States. Specifically, we examine the impact of teachers’ computer attitudes, computer anxiety, and computer training on the quality of computer integration in their classrooms. Using data from the Integrating Computing Across the Curriculum project, we utilize a mixed-methods approach to explore these relationships. Our results indicate that teacher attitudes and participation in an intensive computer-based training have a positive effect on computer integration practices. Findings from this study support providing teachers with more computer-based training which aims to improve the quality of classroom integration. This may lead to improvements in teacher attitudes toward computing and an increase in levels of computer integration in the elementary school classroom.

Does Place Matter? The Effects of Concentrated Poverty on the Computer Use of Elementary Students

Abstract For several decades, scholars have investigated technological inequality within American society. These studies have focused on individual-level predictors of computer use such as income, education, and technological skills. Although these individual-level inequities are important contributors of technological inequalities, they neglect the importance of place, including neighborhood-level factors such as median income, racial composition, and educational attainment. The purpose of this study is to address this gap in the current literature by examining neighborhood-level effects of concentrated poverty on the trajectory of computer use (the change in computer use over a one-year period). Data were collected from fourth and fifth grade classrooms from two data points in a public school district in a mid-sized city in the southeastern United States. Results indicate that measures of concentrated poverty have an influence on the trajectory of computer use among elementary students. These findings suggest that social inequalities at the neighborhood level need to be addressed to further eliminate the digital divide in computer use among elementary students.

The Impact of Information and Communication Technology (ICT) Usage on Psychological Well-Being among Urban Youth

Abstract Purpose Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12–17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth. Methodology/approach Paper and pencil surveys were administered to fourth and fifth grade students enrolled in 27 elementary schools in the southeastern United States. Relationships between hours using various types of ICTs and the frequency of Internet activities on depression, hopelessness, self-esteem, and belonging were examined using Ordinary Least Squares (OLS) regression. Findings Results indicate that ICT usage has both positive and negative implications for psychological well-being, depending upon the type of ICT use and outcome being examined. Social Implications The proliferation of ICT usage among present day youth may actually lessen its impact on psychological well-being. Since the amount of ICT usage does not seem to influence psychological well-being, future research should examine the impact of ICT content on psychological well-being.