Global Posts

Throughout the course of the semester, I have been performing tests in order to answer the research question, “How does household income affect family involvement?” This question comes from research conducted with The Andy Taylor Center and Head Start. These are both child care centers whom we sent activities and surveys in order to better understand family involvement. Three of the tests that were run in order to answer the research question are the ANOVA test, the Regression test and the Chi-squared test. These were conducted using both the R-Studio and SPSS statistical systems.

The independent variable question for the research conducted is, “How involved was your family throughout the activity?” This question could be answered by participants on a scale of 0 to 10 with 0 meaning not at all and 10 meaning a great amount. This question was recoded for some tests due to their being multiple questions involving parent involvement levels and the necessity in order to run the test.

The dependent variable question for the research that was conducted is, “What is your annual household income?” This question could be answered with the categories, “Less than $10,000”, “$31,000 to $50,999”, “$51,000 to $70,999”, “$71,000 to $90,999”, “$91,000 or more” and “Prefer not to answer.” The option of “Prefer not to answer” was missing data and was recoded to not be included in the tests that were conducted.

Table 1.

Chi-squared

This table shows that in the “Not Engaged” category there were four respondents that were in the low income bracket and four respondents that were in the high income bracket. The  “Moderate Engagement” category shows that there were 16 respondents in the low income bracket and four respondents in the high income bracket. In the “Engaged” category there were 12 respondents in the low income bracket and 12 respondents in the high income bracket. We also see that the chi-squared statistic is 4.68. The degrees of freedom for this test is 2. The p-value shows us that there is no significant difference at the .05 level. This test was recoded to only include low and high income levels removing the six different categories of answer choices. This test was conducted using R-studio.

Table 2.

Basic Linear Regression

This table shows a Basic Linear regression in R-studio. V36 is standing in place for the dependent variable, “What is your annual household income?” Family involvement has a negative correlation with household income. For every one unit family involvement increases, household income decreases by -0.1034. There is a significant finding at the .001 level. The R-squared statistic is 0.005917 which means that income has explained .59% of the variation in family involvement. This test was conducted using R-studio.

Table 3.

ANOVA

This is an ANOVA test run in the statistical system SPSS. Family involvement was measured using the question, “How involved was your family throughout the activity?” We can see that the significant value is .003 which below the .01 level and therefore is significant at the .01 level. This means there is a significant difference between the means.

In order to answer the research question, “How does household income affect family involvement?”, these three tests were conducted. The independent variable being family involvement and the dependent variable being household income. In the Chi-squared test we see that there is no significant difference at the .05 level between family involvement and household income. With the Regression test, it shows that family involvement has a negative correlation with household income. Finally, the ANOVA test shows that there is significance at the .01 level for family involvement. Overall, we see that household income does not have a significant effect on household income.

Welcome to my sociological theory e-portfolio! My name is Ky’Leah Walls. I took the Sociology Theory course in the spring of ’23. This e-portfolio aims to engage with my earlier thoughts about sociological theory. I will make revisions and add explanations for my changes. I will also learn different skills and techniques for writing.

Welcome back to my personal and professional e-portfolio! Throughout the next couple weeks, please be aware there will be some new changes and updates to the site.

Here is my interpretation of what this means:

I hypothesized that families who have a better relationships would enjoy the Cupcake Flower activity more involvement. In other words, the self-ranking of the family race would influence the involvement of an activity. 

The selection of the child’s race decreases by 0.2100 units for every unit increase in how much they enjoyed the Cupcake Flower Activity. Therefore, it appears that subjective race status and enjoyment of activities are inversely related. However, this finding is significant at the point 0.05 > (p = 0.013). The R2 statistic is 0.08113, meaning that this model explains 0.8 percent of the variation in the dependent variable (enjoyment of activity). No relationship can be discerned between self-ranked of a child’s race and enjoyment of the activity.

-0.21049 is the coefficient for v11xv31. Because it is negative we know there is an inverse relationship. As one increases, the other decreases.

The p-value is what you compare to our alpha levels (0.05*, 0.01**, 0.001***) to see if there is a significant difference/finding. Here there is significance at the point 0.05 > p. We do not interpret the intercept (the line above that is significant). Therefore, our p-value is 0.0126.

Lastly, our R2 statistic shows us how much of the variation in our dependent variable we have explained with our independent variable(s). In this case, our R2 is 0.08113 – BUT we must move the decimal two places to the left so we can interoperate it as a percentage and not a probability.

Example 2:

Here is my interpretation of what this means:

I hypothesized that families who have a better enjoyment of the activity would have more involvement. In other words, how much you enjoy the activities would influence your involvement in the activity. 

For every one-unit increase in enjoyment, involvement increases by 0.45973 units. Therefore, it appears that involvement in the activity is positively related to enjoyment. However, this finding is not significant (p<0.001). The R2 statistic is 0.348, meaning that this model explains 34.8 percent of the variation in the dependent variable (involvement). In this case, relationships can be discerned between self-ranked family involvement and enjoyment of the activity.

0.45973 is the coefficient for v17xv18. Because it is positive we know there is a direct relationship. As one increases, the other increases.

The p-value is what you compare to our alpha levels (0.05*, 0.01**, 0.001***) to see if there is a significant difference/finding. Here there is no significance. We do not interpret the intercept (the line above that is significant). Therefore, our p-value is 2.055e-08.

Lastly, our R2 statistic shows us how much of the variation in our dependent variable we have explained with our independent variable(s). In this case, our R2 is 0.348 – BUT we must move the decimal two places to the left so we can interpret it as a percentage and not a probability.

Hi, my name is Robert and welcome to my E-Portfolio! I am currently a senior at Longwood University and pursuing to get my degree in Psychology with a minor in Sociology. Throughout my years at Longwood, I have gained experience in doing research, customer service, time-management, organization, and more. I want to be an individual that can help make a difference for everybody in the future and doing it the best way possible! I work well in groups/teams and give my all for the part I am given. Besides school, I have work experience as well that has helped me gain other skills that would be beneficial for future employment.

I have been seeing some questions about Commencement from parents on social media, so I thought it might be a good time to provide answers to some frequently asked questions now, even though Commencement is still more than a month away.

If you have questions that aren’t covered in this post, please don’t hesitate to email commencement@longwood.edu or visit the Commencement website, which has more information than I’ve included below.

When and where is the undergraduate ceremony?

The undergraduate Commencement ceremony for students receiving undergraduate degrees will take place Saturday, May 20, outside on Wheeler Mall. The ceremony begins at 9:30 a.m. (Information about the ceremony for students receiving graduate degrees can be found on the Commencement website.)

When do students need to arrive on campus?

Graduates are expected to arrive at Willett Hall gymnasium at 8 a.m. in their academic regalia on May 20 to receive instructions and line up. Guests should proceed directly to Wheeler Mall and may not accompany students to line up.

Do guests need tickets to attend Commencement?

No, tickets are not needed. Seating for guests is on a first-come, first-served basis. There usually are lots of people in attendance, so arriving early is a good idea.

Where can guests park?

Commencement parking is available in several locations, some on campus and some off campus.
Central campus parking
Multiple central campus lots will offer both general parking and ample ADA-specific parking. A pdf of a parking map identifying the lot locations is available on the Commencement website.
Off-campus parking
Shuttle service will run loops between two off-campus locations noted below. Those with ADA specific needs should park in a central campus ADA-identified lot as shuttle vehicles are not equipped with lifts.
Sunchase Apartments, 501 Sunchase Blvd., Farmville, VA
Lancer Park, 200 Cormier Drive, Farmville, VA

Will shuttle service to and from campus be available at area hotels?

Guests staying at local hotels are encouraged drive to the shuttle stop at either Lancer Park or Sunchase Apartments. Shuttle pickup and drop-off at hotels is not planned.

What about accessible parking?

Accessible parking is available in multiple lots on campus. Please refer to the parking map on the Commencement website for locations. Parking is on a first-come, first-served basis; no reservations are required. Golf carts will be available from the ADA-identified lots for those with accessibility needs in getting to and from the ceremony area.

What if I have other questions related to access or accommodations related to a disability?

If you have questions concerning access or need accommodations related to accessibility, please contact the Accessibility Resources Office at 434-395-2391 or email accessibilityresources@longwood.edu. Accessible parking and seating will be available at a first-come, first-served basis. There is no need to make a reservation.

What is the plan in case of rain or inclement weather?

In the event of extreme conditions, including thunderstorms, tornadoes or other severe weather events, the university will activate the rain/inclement weather plan. The announcement about activating the plan will be made on Friday, if possible, and no later than 6 a.m. on the day of Commencement. Please check the Commencement website or call 434-395-2000 for the latest weather-related information.

What are students required to wear for the ceremony?

Students participating in Commencement must wear a gown, hood and mortarboard of the style and color designated by the university. Students also should wear dark shoes. Regalia can be purchased here. Volunteers will be available in Willett Hall to assist students with putting on their regalia. Students who are not able to purchase regalia can check with Martha Butler (butlermh@longwood.edu) in the SGA office, which has a limited number of gowns, caps and hoods available to borrow at no cost. Students can also “pass down” their regalia for use by future graduates after the Commencement ceremony at the Info Desk in Upchurch University Center.

Will I be able to purchase photos of my student from the ceremony?

Yes. Professional photographers from Grad Images will take pictures of each graduate during the ceremony. They will have proofs available by July 1 on their website: www.GradImages.com. Graduates and their families are invited to pre-register their contact information to receive notifications at the following link: http://gradimages.com/Preregistration.

What about a video of the ceremony?

Yes, a copy of the Commencement ceremony will be available for purchase on a DVD or Blu-ray. The video can also be downloaded post-ceremony through Memories Videography. You can order here.

Is there a way friends and family can watch the ceremony from a remote location?

Yes, there will be a livestream link available closer to the date of the ceremony. You’ll be able to find it on the Commencement website.

Is there any way I can offer my congratulations to the Class of 2023?

Yes, Longwood is doing something new this year. Faculty, staff, students, alumni, parents and other family members have the opportunity to let graduating seniors know how proud we all are of their achievements and to wish them the best as they begin the next chapter of their lives. For each gift of $20.23, you can write a personal message that will be printed and attached to the back of the chair in front of a graduate. Anyone who gives 5 or more messages (or makes a gift of $100 or more) will be entered in a drawing for exclusive VIP seating at the undergraduate Commencement ceremony. If you’d like to find out more about participating in this show of support or make a gift and create a message, click here. You can participate through April 21.

—Sabrina Brown

Sociology courses that dealt specifically with the area of inequality:

• SOC 233: Intro to Social Inequality Differences

This course covers causes, consequences, and justifications of social inequalities people face in the United States. Social categories including race, ethnicity, gender, social class, physical ability, and more affect the types of inequalities faced. Inequalities are seen through policy and societal norms.

• SOC 320: Sociology of Education

This course focuses on the structure of education in society, with a primary focus on US public education. A major topic in this course are inequalities faced in education. Many Americans lack access to quality education for a wide range of social reasons, which is analyzed and evaluated in this course.

• SOC 333: Race & Racism in the United States

This course talks about how race and ethnicity plays a role in society through various forms of racism. Some major topics in this course include slavery, racial ideologies, mass incarceration, job discrimination, and housing inequality.

• SOC 341: Balancing Work & Family Life

This course talks about the demands of balancing the work and family life. There are government policies that help alleviate some of the stress and issues that go along with the balance, but not everyone has equitable access, depending on race, gender, and other social constructs.

Papers that reflect my learning in these courses:

How has my thinking changed from these classes to today?

Hello! My name is Hailee Shania Banks, and I am a Senior Biology major, Neuroscience Studies minor at Longwood University! Upon completing my degree in May 2023 and receiving a Bachelors degree in Biology, I have completed a variety of courses that have challenged me to develop essential skills for my future academic and career goals. I planned to attend medical school where I want to pursue the field of neurology! I enjoy research on complex topics like cancer, traumatic brain injuries, and neurodegenerative diseases. I plan to take a gap year after graduating in May 2023 and am interested in medical technician and/or medical lab assistant jobs to gain more clinical experience for medical school applications!

I am originally from Dinwiddie, Virginia and chose to attend Longwood University due to my mother attending here, the beautiful campus, and the small-town feel. Throughout my studies here, I have been able to form great relationships with faculty and other students who are interested in the same route of medical school. I have also been able to participate in various internships and research to professionally develop my academic and experience skills. In addition, I am an executive member of Phi Sigma Pi National Honor Fraternity, Pre-Med Scholar and a Longwood University Transfer Ambassador!

As you click throughout my site, you will find a wide variety of documents that include reflections, artifacts from previous courses, and professional documents. For any comments, questions, or concerns, please email me at hailee.banks@live.longwood.edu. 

Teaching for Civic Learning and Engagement

10th Annual Teaching and Learning Institute

Longwood University
8:30am-5:30pm, May 9, 2023
Blackwell Ballroom, Rotunda Hall

Registration NOW OPEN @ https://forms.gle/MVqBwqfD1XpLgMvh9

The Center for Faculty Enrichment (CAFE) and the Civitae Core Curriculum Committee invite ALL faculty and staff to a full-day workshop focused on best practices for developing students into engaged members of the community. Beginning with the keynote address, participants will be invited to co-create a definition of civic learning that will be used as a framework for future discussions. Following the keynote, participants will choose concurrent sessions to attend and learn more about key concepts and skills related to teaching civic engagement. For faculty specifically engaged in the teaching of Longwood’s signature core curriculum program, Civitae, there will be opportunities to meet and discuss assessment and professional development pertinent to their courses. 

By the end of this workshop, all participants will be able to:

• define civic learning and civic engagement in an academic context;
• apply civic learning concepts to specific activities, assignments, and/or classes;
• describe how pedagogical approaches such as critical reflection and experiential learning can provide students with the tools to become effective, contributing members and/or leaders of their community; and
• communicate civic responsibility to multiple audiences, especially students.

This year’s keynote speaker is Patti Clayton, Ph.D. Dr. Clayton formerly served as founding Director of the Center for Excellence in Curricular Engagement at NC State University and as a Faculty Fellow with National Campus Compact’s Project on Integrating Service with Academic Study. In all aspects of her work she seeks to support intellectual, personal, and civic development through co-creating mentoring communities grounded in reflective practice, leadership, and scholarship. Beyond community-engaged teaching, learning, and scholarship, her academic interests include environmental philosophy and environmental studies, leadership development, and the history and philosophy of science. She earned her Ph.D. (1995) and M.S. (1992) from the Curriculum in Ecology at UNC-Chapel Hill.