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Quantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered.

Colleges and universities are complex spaces of both lesbian, gay, bisexual, transgender, and queer (LGBTQ+) liberation and oppression. College students experience LGBTQ+ bias-motivated incidents of harassment, assault, or other violence. Previous researchers have found that these incidents are severely underreported, which may be related to a range of factors, including campus policies, campus climates, and administrator incompetence. These campus characteristics are upheld through systems of anti-LGBTQ+ surveillance and oppression, including compulsory heterogenderism, which normalize anti-LGBTQ+ violence. In this study, we used a survey of 143 LGBTQ+ college students in the Southeastern U.S. to examine their experiences of violence on campus. Using queer theory, we analyzed student responses about bias-motivated incidents and whether they chose to report the incidents to campus or legal authorities via convergent mixed methods. In this analysis, LGBTQ+ students' decisions to report a bias incident are moderated by considerations of the significance of the incidents, unclear and prohibitive reporting options, and the risks associated with reporting. Additionally, students regularly minimized the seriousness of violence against themselves even when describing incidents that commonly meet college and university definitions of harassment and/or assault. This study shows LGBTQ+ students' experiences of bias-motivated violence and (non)reporting are complex and affected by many facets of college life. Therefore, colleges and universities looking to address violence on campus need to improve not only policy but also communication and other efforts that demonstrate students experiencing violence will be heard, supported, and affirmed.

Amyotrophic lateral sclerosis (ALS) is a fatal neurodegenerative disease caused by many diverse genetic etiologies. Although therapeutics that specifically target causal mutations may rescue individual types of ALS, such approaches cannot treat most patients since they have unknown genetic etiology. Thus, there is a critical need for therapeutic strategies that rescue multiple forms of ALS. Here, we combine phenotypic chemical screening on a diverse cohort of ALS patient-derived neurons with bioinformatic analysis of large chemical and genetic perturbational datasets to identify broadly effective genetic targets for ALS. We show that suppressing the gene-encoding, spliceosome-associated factor SYF2 alleviates TDP-43 aggregation and mislocalization, improves TDP-43 activity, and rescues C9ORF72 and causes sporadic ALS neuron survival. Moreover, Syf2 suppression ameliorates neurodegeneration, neuromuscular junction loss, and motor dysfunction in TDP-43 mice. Thus, suppression of spliceosome-associated factors such as SYF2 may be a broadly effective therapeutic approach for ALS.

The present study aimed to further expound on the research findings of Strunk et al. (Educational Psychology, 41(4),383-400, 2021 (See CR56)) and Elliot and Thrash (Educational PsychologyReview, 13(2), 139-156, 2001 (See CR22)) by investigating the structure of achievement goals using a sports environment, with a specific interest in the mastery-avoidance construct. According to achievement goal theorists, mastery-avoidance goals involve the aim to avoid losing skills. Using meta-analytic confirmatory factor analysis, the present study found that the 2 x 2 model that included mastery-avoidance goals did not significantly differ from the three-factor model. Mastery-avoidance goals may be more measurable among athletes than in other populations; however, the null difference suggests that the mastery-avoidance construct may need further examination. Future researchers should further investigate the sports environment for specific correlates of mastery-avoidance goals., Author(s): Hyun Sung Jang [sup.1] , Yan Dai [sup.1] , Kamden K. Strunk [sup.2] , Jill Salisbury-Glennon [sup.1] Author Affiliations: (1) https://ror.org/02v80fc35, grid.252546.2, 0000 0001 2297 8753, College of Education, [...]

Educational psychology as a field and area of inquiry has gone underexamined in terms of its role in and contributions to racism and antiblackness. We position educational psychology as a racialized organization relative to the institution of education, a widely recognized site of institutionalized racism. We, therefore, explore the role the history, content, norms, and practices of educational psychology have played in creating and sustaining racial inequity in U.S. education. We draw attention to the racism of commission in the field's origins by tracing the founding scholars' white supremacist commitments and motives. Using a systematic review, we then describe the contemporary complicity of the field in sustaining racism through the omission of Black lives, perspectives, and scholarship in teaching, research, and publishing. In doing so, we demonstrate that educational psychology, by and large, fails to engage with its racist history and roots and its modern entanglements. The field also has not taken up questions of racism in educational psychology research in engaged and central ways. We conclude with a call for educational psychologists to turn toward critical frameworks, to center equity and justice in their work, and to honestly and intentionally grapple with our collective racist history.

HIV testing rates vary by race and ethnicity. Whether social capital indicators are related to HIV testing and whether these associations differ by race or ethnicity is unknown. Multivariable analysis was used to examine whether social capital (collective engagement and civic and social participation), including social cohesion (trust in neighbors, neighbors willing to help, feelings of belongingness) were associated with testing for HIV in the past 12 months. Participants were white, Black or African American, and Hispanic/Latino adults ages 18 to 44 (N = 2823) from the general population, in Philadelphia, PA who participated in the Southeastern Pennsylvania Household Health Surveys 2010 and 2012. Overall HIV testing in this sample was 42%, and was higher among women, and Black compared to white people. Mean social capital scores were significantly highest among whites. Greater trust in neighbors was associated with lower odds of testing for HIV (adjusted Odds Ratio[aOR]:0.61, 95% CI = 0.49–0.74), and this relationship varied by race/ethnicity, with stronger inverse associations among Hispanic/Latino (aOR = 0.43, p

Achievement goal theory is a popular theoretical framework that has been widely used to understand the goals students hold regarding their academic work. This theoretical model has been subject to an ongoing debate regarding the number and nature of constructs it includes. Notable in such debates has been the inclusion or exclusion of mastery-avoidance goals. The purpose of this study was to conduct meta-analytic confirmatory factor analyses (MA-CFA) on two popular achievement goal measures, the Achievement Goal Questionnaire--Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) achievement goals scales, to analyse the structure of these scales across published studies. The models were a better fit for the data without mastery-avoidance, and overall the data suggest researchers should consider excluding mastery-avoidance.

The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and regression analyses. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the impact of ability grouping on game performance and physical activity levels of elementary school students during an invasion game. Method: Forty-eight fifth-grade students (22 girls) participated in eight games of "Over the Line Ball." Four of these games saw students in matched-ability teams (either all higher skilled or all lower skilled players), whereas in four games teams consisted of two higher skilled and two lower skilled players. A full factorial mixed analysis of variance was conducted, where ability grouping served as a within-subjects variable, and student gender and skill level served as between-subjects variables. Hierarchical linear regression analysis was used to determine the influence of game performance, grouping condition, and gender on moderate--vigorous physical activity. Results: There was a disordinal interaction between skill level and ability grouping on each of three performance variables (percentage success, rate of play, and game performance). Students' skill level and the homogeneity of games provided the best prediction of moderate--vigorous physical activity over and above the game performance scores alone. Conclusion: Grouping students into matched-ability-level games increased opportunities for success and physical activity for lower skilled students.

Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children's FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = 0.249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < 0.001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children's FMS.