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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Increasing the diversity of students choosing careers in science, technology, engineering, and mathematics (STEM) fields is an area of intense focus ...

Arkansas State University

Teachers' expectations about the effects of physical and emotional abuse on children's classroom behaviors were examined in this study. Not only do teachers have to decide if a particular child is the victim of abuse, they may also have to contend with changes in that child's classroom behavior.

Teachers' beliefs about the effects of child abuse.

Although stalking has been increasingly recognized as a serious social problem, surprisingly few studies have investigated perceptions of the specific behaviors that comprise stalking. The focus of this article, therefore, was to further delineate college students' stalking schemas and to examine the influence of gender and personal knowledge of stalking on their schemas. Participants judged whether or not a variety of behaviors were examples of stalking. Behaviors were designed to range from mild, somewhat ambiguous, examples of stalking to more severe examples. Results revealed an interaction between gender and experience on ratings of mild stalking behaviors. Men who had personal knowledge of stalking (by having been stalked themselves or knowing someone who had been stalked) were significantly more likely to rate mild stalking behaviors as stalking than men who had no experience. In contrast, experience did not affect women's perceptions of mild stalking, as no differences were found between women as a function of experience. Results are discussed in terms of overall relationship schemas.

Article	Year
Teachers' beliefs about the effects of child abuse. Child abuse & neglect\| PubMed ID: 12718958	2003
Influence of gender and experience on college students' stalking schemas. Violence and victims\| PubMed ID: 16494135	2006

Karen L. Yanowitz

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JoVE Journal Publications

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