Journal articles on the topic 'Nondominant social groups'

This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implications for designing technologies that better address children's and parents' needs during a crisis.

In this article, I describe a classroom exercise used to assist White undergraduates in recognizing their racial privilege and the effects of institutional racism. While working in collaborative groups to construct mobiles, students unknowingly assume roles and behaviors analogous to those held by members of dominant and nondominant racial and social-class groups in the larger society. Students' written reflections at the conclusion of the class session provide evidence of the activity's effectiveness in helping students gain new insights about the privileged positions they hold in society and the ways those positions influence their perceptions of others.

This article explores the potential cultural biases in language intervention approaches that train parents to interact with their children who have language delays in ways that will promote language development. The goals of such programs are solidly grounded in research on parent-child interaction. However, these studies have focused almost exclusively on white, middle-class families. Therefore, the goals reflect underlying values and beliefs that are not shared by all cultural groups. This article highlights the cultural assumptions that underlie these programs by considering research on language socialization in a variety of nondominant American and non-American cultures and social groups. Culturally relativevalues, beliefs, and practices underlying parentchild interaction are explored in the areas of (1) aspects of social organization related to interaction, (2) the value of talk, (3) how status is handled in interaction, (4) beliefs about intentionality, and (5) beliefs about teaching language to children. Finally, clinical implications are explored.

In this article, I argue that the ‘mandala’ and other spatialized concepts associated with the ‘cosmic polity’ in Southeast Asia (such as ‘exemplary center’ and ‘sinking status’, ‘galactic polity’, ‘concentric circles’, ‘nested emboxment’, etc.) are key concepts with a similar form that have dominated theories of premodern Southeast Asian political and social structure. I claim that previous approaches to the mandala polity have been defined from the perspective of dominant political groups, and thus are top-down or center-out models. As a result, theorists have inadvertently reified this perspective in a set of analytical concepts that reaffirm existing power structures. As such, they have skewed our understandings of the mandala away from that of a socially enacted set of spatial codes that communicate and index hierarchical status between individuals and groups, both dominant and nondominant.

Object. The authors investigated brain strategies associated with hand use in an attempt to clarify genetic and nongenetic factors influencing handedness by using high-field functional magnetic resonance imaging. Methods. Three groups of patients were studied. The first two groups comprised individuals in whom handedness developed spontaneously (right-handed and left-handed groups). The third group comprised individuals who were coercively trained to use the right hand and developed mixed handedness, referred to here as trained ambidexterity. All trained ambidextrous volunteers were certain that they were innately left-handed, but due to social pressure had modified their preferred hand use for certain tasks common to the right hand. Although right-handed and left-handed volunteers displayed virtually identical cortical activation, involving homologous cortex primarily located contralateral to the hand motion, trained ambidextrous volunteers exhibited a clearly unique activation pattern. During right-handed motion, motor areas in both hemispheres were activated in these volunteers. During left-handed motion, the right supplemental motor area and the right intermediate zone of the anterior cerebellar lobe were activated significantly more frequently than observed in naturally right-handed or left-handed volunteers. Conclusions. The results provide strong evidence that cortical organization of spontaneously developed right- and left-handedness involves homologous cortex primarily located contralateral to the hand motion, and this organization is likely to be prenatally determined. By contrast, coerced training of the nondominant hand during the early stages of an individual's development results in mixed handedness (trained ambidexterity), indicating cortical reorganization.

Background: The effect of leg dominance on short-term functional outcomes and return to sports after arthroscopic anterior cruciate ligament reconstruction (ACLR) has been evaluated. However, postoperative medium- to long-term recovery and revision rates are not well known. Purpose: To investigate whether leg dominance affects medium- to long-term clinical and functional scores and revision rates after ACLR. Study Design: Cohort study; Level of evidence, 3. Methods: Included in this study were 235 patients (205 male and 30 female) who underwent isolated arthroscopic ACLR. Patients were divided according to the leg dominance status of their injured limb into 2 groups: dominant leg injured (120 patients) and nondominant leg injured (115 patients). Preoperative and postoperative functional outcomes and health-related quality of life (HRQoL) were evaluated using the visual analog scale for pain, Tegner activity scale, Lysholm knee score, International Knee Documentation Committee (IKDC) subjective knee evaluation form, 36-Item Short Form Health Survey (SF-36), and overall patient satisfaction. Moreover, the revision rates of the 2 groups were compared according to leg dominance, patient characteristics, and operative features. Results: The mean follow-up period was 8.0 ± 2.3 years (range, 5-13 years). A significant preoperative to postoperative improvement in range of motion and functional scores was noticed in both groups ( P < .001 for all). However, the improvement was significantly higher in the dominant leg group for the Tegner ( P = .001), Lysholm ( P = .006), and IKDC ( P < .001) scores as well as for the SF-36 domain scores for general health ( P = .009), social role ( P = .048), and emotional role ( P = .032). Also, patient satisfaction was significantly higher in the dominant leg group ( P = .007). The dominant leg group was associated with a lower revision rate compared with the nondominant leg group (5.8% vs 15.7%, respectively; P = .015). Conclusion: High recovery rates were seen after arthroscopic ACLR, regardless of leg dominance. However, leg dominance had a significant effect on postoperative medium- to long-term functional outcomes, HRQoL, and revision rates.

There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.

Previous studies have demonstrated that the Lee Silverman Voice Treatment-BIG (LSVT-BIG) program can improve motor functions such as balance and gait in Parkinson’s disease (PD) patients. However, no study has investigated the effects of a task-based LSVT-BIG intervention on hand function, psychological function, and quality of life in PD patients. Herein, we investigate the effects of a task-based LSVT-BIG intervention, which reflects the needs of PD patients, on hand function, activity of daily living (ADL), psychological function, and quality of life. A total of 14 PD patients were enrolled and randomly assigned to the experimental or control group. The experimental group performed 30 minutes of conventional occupational therapy and 40 minutes of the task-based LSVT-BIG program. The control group performed 30 minutes of conventional occupational therapy and 40 minutes of relaxation and stretching. Both groups underwent the respective interventions once a day 5 times a week for 4 weeks. As a result of the study, the experimental group showed improvement in hand function in both the dominant and nondominant hand, and the control group showed improvement only in the nondominant hand ( p < .05 ). ADL was significantly improved in both groups, but the experimental group showed a more statistically significant difference than the control group ( p < .05 ). Depression and anxiety were significantly decreased in both the experimental group and the control group, and in particular, in the case of anxiety, there was a more statistically significant difference in the experimental group ( p < .05 ). In the case of the experimental group, there was a significant improvement in quality of life in all items, and in the control group, except for the social function item ( p > .05 ), there was a significant improvement in other items ( p < .05 ). The results of this study suggest that the task-based LSVT-BIG program, which consists of activities desired by the participants, may be an effective intervention to improve hand function, ADL, psychological function, and quality of life in PD patients.

Background Loneliness, social isolation, and feeling disconnected from society are commonly experienced by parents of children with rare diseases and are, among others, important reasons for special supportive care needs. Social networking platforms are increasingly used for health communication, information exchange, and support. In the field of rare pediatric diseases, qualitative studies have shown that Facebook online support groups are utilized by and beneficial for persons affected by rare pediatric diseases. Nonetheless, the extent of this usage has not been investigated. Objective This study aims to provide a comprehensive quantitative analysis of the extent of Facebook usage as a tool for rare pediatric disease support groups and to explore factors that influence a disease’s representation on Facebook. These results potentially offer important insights for future public health initiatives and give direction to further research that can give much needed support to parents of children with rare diseases. Methods We determined rare pediatric diseases using the inventory of the online portal Orphanet. Facebook support groups were identified by searching 5 synonymous disease descriptions using the group category search bar. Disease- and group-describing parameters were statistically analyzed using standard descriptive statistical methods. Results 6398 Facebook support groups, representing 826 diseases (19.5% of all searched diseases), were found. 69% are private groups. Group type, size, activity (sum of posts, comments, and reactions calculated by Facebook), new memberships, and language varied largely between groups (member count: minimum 1, maximum 23,414; activity last 30 days: minimum 0, maximum 3606). The highest percentage of awareness and information groups was found for teratogenic diseases (18/68, 26%). The odds of finding a Facebook group increased according to the level of information available about the disease: known prevalence (odds ratio [OR] 3.98, 95% CI 3.39-4.66, P<.001), known disease type (OR 3.15, 95% CI 2.70-3.68, P<.001), and known inheritance mode (OR 2.06, 95% CI 1.68-2.52, P<.001) were all associated with higher odds of finding a Facebook group, as was dominant compared to nondominant inheritance (OR 2.05, 95% CI 1.74-3.42, P<.001). The number of groups per disease increased with higher prevalence. Conclusions Facebook is widely used as a tool for support groups for rare pediatric diseases and continues to be relevant. Two-thirds of the groups are private groups, indicating group participants’ need for privacy, which should be further explored. The advantages and limitations of Facebook as a tool for support groups in the field of rare diseases should be further investigated as it will allow health professionals to use Facebook more meaningfully in their counseling and guidance of affected individuals and their family members.

Abstract Objectives Previous studies in older adults found robust associations between executive functions (EF) and physical performance, as well as sociodemographic variation in physical performance decline. To examine these associations earlier in the adult lifespan, we investigated relations of EF, race, and sex with age-related physical performance decline during middle adulthood. Method Participants were 2,084 urban-dwelling adults (57.2% female; 57.8% African American; 37.3% living in poverty; mean baseline age = 48.1) from the Healthy Aging in Neighborhoods of Diversity across the Life Span study. Mixed-effects regression was used to examine interactive relations among EF, race, sex, and age (indexing time) with change in dominant and nondominant handgrip strength and lower extremity strength over approximately 5 years. All analyses adjusted for poverty status, and subsequently adjusted for education, body mass index, hypertension, and diabetes. Results There were no significant prospective associations between EF and decline in physical performance measures. Significant cross-sectional associations revealed that lower EF was associated with worse performance on all physical performance measures averaged across both time points (p &lt; .05). A significant two-way interaction of Sex × Age (p = .019) revealed that men experienced greater age-related decline in lower extremity strength than women. Discussion Findings did not reveal prospective associations between EF and physical performance decline in middle adulthood. However, they identified robust cross-sectional associations between EF and physical performance, and unexpectedly greater decline in lower extremity strength in men than women. Ultimately, these findings may inform prevention and intervention strategies targeting groups at risk for poorer physical function status and decline.

AbstractThe importance of the research related to the existence of collaborative learning in higher education for Latinos, specifically pre-service teachers, has been substantiated. It has been defined that while teacher retention rates for Latinos are lower than for whites, using teamwork in the classroom might make Latinos teaching more rewarding. Most participants in the present study preferred collaborative learning as teachers. Using cognitive- and social-constructivist frameworks, the authors provide trends expressed by 371 undergraduate pre-service teachers about traditional tests and cooperative culminating experiences. Since archival data from regular collaborative pedagogies over a 10-year period have been used, the authors did not include identifying information. However, about 96 % of undergraduates are first-generation Latino/college students. Students’ responses to end-of-course surveys have been analyzed. The two major qualitative themes emerging from grounded theory analysis were social interaction and the cognitive domain. Quantitatively, most preferred group presentations over traditional exams. Statistically significant correlations between Variables 1 (perceived retention of material) and 2 (preferred culminating experience as future teachers), Variables 1 (perceived retention of material) and 3 (culminating experience for an easy A), and Variables 2 (preferred culminating experience as future teachers) and 3 (culminating experience for an easy A) have been found. Implications relate to designing more collaborative activities for nondominant college students. As the result of the conducted research it has been determined that collaborative learning needs to be well planned, students need to be prepared to work in groups, and teachers’ expectations need to be stated explicitly if the benefits attributed to collaborative learning are to be realized.

Popular and scholarly accounts of Trump’s ascendency to the presidency of the United States on the part of the American white working-class use different variables to define the sociodemographic group because there is no “working-class White” variable available in benchmark datasets for researchers to code. To address this need, the Author ran a multinomial regression to assess whether income, education and racial identity predict working-class membership among white Americans, finding that income and education are statistically significant predictors of working-class whiteness, while racial identity is not. Arriving at a robust definition of “white working-class” in light of these findings, the paper next turns to a review of the extant literature. By retrieving studies from searches of computerised databases, hand searches and authoritative texts, the review critically surmises the explanatory accounts of Trump’s victory. Discussion of the findings from the review is presented in three principal sections. The first section explains how working-class White communities, crippled by a dearth of social and geographic mobility, have been “left behind” by the political elites. The second section examines how white Americans, whose dominant group position is threatened by demographic change, voted for Trump because of resonance between his populist rhetoric and their latent “racist” attitudes. The third and final section explores the implications of a changing America for native-born whites, and how America’s increasing ethnoracial diversity is eroding relations between its dominant and nondominant groups. The Author surmises by arguing that these explanatory accounts must be understood in the context of this new empirical approximation of “working-class White”.

Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires expanding and transforming STEM disciplines. Purpose/Objective/Research Question/Focus of Study: This article contributes to efforts to illuminate emergent bi/multilingual students’ ways of knowing, languaging, and doing in STEM. We follow the development of syncretic literacies in relation to translanguaging practices, asking, How do knowledges and practices from different communities get combined and reorganized by students and teachers in service of new modeling practices? Setting and Participants: We focus on a seventh-grade science classroom, deliberately designed to support syncretic literacies and translanguaging practices, where computer science concepts were infused into the curriculum through modeling activities. The majority of the students in the bilingual program had arrived in the United States at most three years before enrolling, from the Caribbean and Central and South America. Research Design: We analyze one lesson that was part of a larger research–practice partnership focused on teaching computer science through leveraging translanguaging practices and syncretic literacies. The lesson was a modeling and computing activity codesigned by the teacher and two researchers about post–Hurricane María outmigration from Puerto Rico. Analysis used microethnographic methods to trace how students assembled translanguaging, social, and schooled practices to make sense of and construct models. Findings/Results: Findings show how students assembled representational forms from a variety of practices as part of accomplishing and negotiating both designed and emergent goals. These included sensemaking, constructing, explaining, justifying, and interpreting both the physical and computational models of migration. Conclusions/Recommendations: Implications support the development of theory and pedagogy that intentionally make space for students to engage in meaning-making through translanguaging and syncretic practices in order to provide new possibilities for lifting up STEM learning that may include, but is not constrained by, disciplinary learning. Additional implications for teacher education and student assessment practices call for reconceptualizing schooling beyond day-to-day curriculum as part of making an ontological shift away from prioritizing math, science, and CS disciplinary and language objectives as defined by and for schooling, and toward celebrating, supporting, and centering students’ diverse, syncretic knowledges and knowledge use.

Background/Context Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding. Purpose/Objective/Research Question/Focus of Study The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports toward college admissions and academically engaging classroom experiences that include rigorous and meaningful disciplinary challenges, supported by language-rich communication, collaboration, culture, and context. To learn about one school's complex college-for-all efforts, we asked: How is a college-going culture enacted at the school, and by whom, to support Latina/o students in gaining access to college? What is the nature of academic engagement at the school that may help prepare Latina/o students for college? Setting Urban College Academy (UCA) is a public charter high school whose population was 98% Latina/o, 35% English learners, 81% receiving free/reduced price lunch. UCA's entering students were predominantly two or more years below grade level in reading and computing, according to standardized tests. The school explicitly recruits students who have previously failed a course, and the mission statement identifies “underachieving students” as UCA's target population. Students are mostly of Mexican origin, with roughly 80% first generation. Population/Participants/Subjects We collected data from school leaders, teachers, counselors, parents, and students. At classroom level, we selected six focal teachers (diverse in subject areas, ethnicity/race, and gender). We examined work and perspectives of focal students representative of academic performance and English language proficiency per focal class. Research Design We treat UCA as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, a survey, and structured observation scores, we worked to integrate, associate, and counter themes and findings between and across school organization and classroom levels. Data Collection and Analysis School-level analysis focused on normative social structures (goals, values, norms, and roles); resource allocations associated with advancing a mission to promote Latina/o students’ academic success and college acceptance; and factors UCA identified as relevant. Drawing on over 40 hours of transcribed interviews with a wide range of participants, we developed themes and triangulated with other data. Classroom observation data were analyzed using CLASS and Standards Performance Continuum protocols, supported by other analyses. Teacher cases used teacher history and refections on practice; videos, annotated fieldnotes; materials of teaching; and student work samples and focus groups. We found comparisons, contrasts, and tensions across lessons and classes; one case emerges as “a pocket of promise.” Conclusions/Recommendations The study reveals a need for ongoing attention to both a college-going culture and instructional interactions. It highlights distinctions between college talk (talk about college) and college-level academic discourse, or socialization versus academic functions of schooling for college access and success. The study uncovers promising instructional interactions, as well as tensions, in engaging low-SES Latina/o students in academically rigorous work. Results suggest schools supporting low-SES youth of color may need a schoolwide culture of engaged learning that is rigorous, meaningful, and infused throughout school.

Purpose Diversification of the profession is an important element of combating racism, bias, and prejudice in the speech-language pathology workforce at national and systemic levels. However, national and systemic change needs to be combined with equipping individual speech-language pathologists to adapt to the challenges that they face to engaging in culturally responsive practice. This paper presents four interacting levels of practice within the Culturally Responsive Teamwork Framework (CRTF): (a) intrapersonal practices, (b) interpersonal practices, (c) intraprofessional practices, and (d) the interprofessional practices. Conclusion CRTF is a practical, strengths-based framework that draws on international research and expertise to expand personal and professional practice and describe critical behaviors within the workplace that can be used to promote principles of evidence-based practice and social justice, especially when working with people from nondominant cultural or linguistic groups.

Involuntarily celibate men (Incels) form online communities in which they “often bemoan their lack of a loving relationship with a woman while simultaneously dehumanizing women and calling for misogynistic violence” (Glace et al., 2021, p. 288). Several studies investigate this dehumanization and misogyny including (gendered) hate speech in online comments from Incels (e.g., Glace et al., 2021). However, not all online comments from Incels contain misogyny or gendered hate speech. To get a better understanding of the phenomenon of Incels, it would be better to not only focus on these problematic comments. Thus, we propose a new construct called “Online Incel speech”, which is defined as the sum of all online comments from Incels that are related to Inceldom, that is, being or becoming an Incel. In an approach to provide an extensive system of categorization, Grau Chopite (2022) synthesized codebooks from several studies on Incels (see example studies table note) and put it to an empirical test. She found that most Incel comments found online can be categorized into three subdimensions. The first two subdimensions cover framing by Incels, namely how Incels frame the subjective causes of becoming an Incel and how they frame the subjective emotional consequences of being an Incel. Both subdimensions can also be interpreted as part of a subjective theory (sensu Groeben et al., 1988) of Inceldom. In contrast to this, the third subdimension does not consist of framing, but of observable verbal behaviors, which are often linked to gendered hate speech. When trying to categorize online comments from Incels, former studies often applied the construct “Hybrid Masculinities” (e.g., Glace et al, 2021). This construct from Bridge and Pascoe (2014) suggests that “some men develop masculinities which appear to subvert, but actually reaffirm, White hegemonic masculinities” (Glace et al., 2021, p. 289). Glace et al. (2021) structure the construct into three subdimensions, namely (1) discursive distancing (claiming distance from hegemonic masculine roles without actually relinquishing masculine power), (2) strategic borrowing (appropriating the cultures of nondominant groups of men), and (3) fortifying boundaries (continually using hegemonic standards to constrain masculinity and demeaning men who fail to meet them). However, the construct only covers a part of Inceldom, which Glace et al. (2021) indirectly acknowledge by adding two inductive categories, that is, hostile sexism (shaming and degrading women) and suicidality (reporting suicidal thoughts, feelings, and intentions). Field of application/theoretical foundation: The construct “Online Incel speech” was coined by Grau Chopite (2022), and there are currently no other studies making use of it. However, there are studies (e.g., Vu & Lynn, 2020; also see the entry “Frames (Automated Content Analysis”) based on the framing theory by Entman (1991) where the subdimension “subjective causes” would correspond to Entman’s “causal interpretation frame”, while the “subjective emotional consequences” would correspond to Entman’s “problem definition frame”. The “subjective causes” also correspond to the “discursive distancing” and the “emotional consequences” to “suicidality” in the construct of Hybrid Masculinities. The third subdimension “verbal behavior” corresponds to gendered online hate speech (e.g., Döring & Mohseni, 2019), but also to “hostile sexism” and “fortifying boundaries” in the construct of Hybrid Masculinities. References/combination with other methods: The study by Grau Chopite (2022) employs a quantitative manual content analysis using a deductive approach. Studies based on the construct of Hybrid Masculinities also employ manual online content analyses or manual thematic analyses, but those are often qualitative in nature (e.g., Glace et al., 2021). Framing is also often assessed with manual content analyses (e.g., Nitsch & Lichtenstein, 2019), but newer studies try to assess it computationally (e.g., Vu & Lynn, 2020). Hate speech is often assessed with manual content analyses (e.g., Döring & Mohseni, 2019) and surveys (e.g., Oksanen et al., 2014), but some newer studies try to assess it computationally (e.g., Al-Hassan & Al-Dossari, 2019). As Online Incel Speech is related to framing and gendered hate speech, it seems plausible that manual content analyses of Online Incel Speech could be combined with computational analyses, too, to enable the investigation of large samples. However, computational analyses of subtle forms of verbal behavior can be challenging because the number of wrong categorizations increases (e.g., for sexism detection see Samory et al., 2021; for hate speech detection see Ruiter et al., 2022). Example studies: Example study Construct Dimensions Explanation Reliability Online Incel speech Grau Chopite (2022) Subjective Causes of Inceldom Race/Ethnicity having certain racial features and/or belonging to a certain ethnic κ = .55;AC1 = .80 Mental Health suffering from any mental health issue κ = .58;AC1 = .90 Employment difficulties with getting and/or maintaining employment; experiencing dissatisfaction in the workplace κ = .85;AC1 = .98 Family having family issues (e.g., an abusive family member) κ = .66;AC1 = .98 Subjective Emotional Consequences of Inceldom Hopelessness expressing hopelessness κ = .37;AC1 = .89 Sadness expressing sadness κ = .26;AC1 = .91 Suicidality expressing suicidality κ = .24;AC1 = .95 Anger expressing anger κ = .44;AC1 = .87 Hatred expressing hatred κ = .40;AC1 = .83 Verbal Behavior of Incels Using Gendered Hate Speech Against Women hostile sexism against women and misogynistic speech κ = .80;AC1 = .87 Adopting Social Justice Language claiming unfairness/ injustice of being discriminated by society or groups (e.g., other men, other races) κ = .48;AC1 = .82 Claiming Lack of Masculine Traits lacking masculine traits (e.g., muscles, a big penis) κ = .62;AC1 = .86 Shaming Other Men shaming of other men directly by calling them terms related to being “effeminate” or “unmanly” κ = .71;AC1 = .91 Claiming Lack of Female Interest being unable to attract women or being rejected by women κ = .61;AC1 = .87 Hybrid Masculinities Glace et al. (2021) Discursive Distancing Lack of Female Interest claiming a lack of ability to attract female romantic companionship and sexual interest n/a Lack of Masculine Traits claiming a lack of traditionally attractive masculine physical traits n/a Strategic Borrowing Race and Racism appropriating the culture of racial and ethnic minority men n/a Social Justice Language using the language of the marginalized to diminish one’s own position of power n/a Fortifying Boundaries Soyboys deriding non-Incel men as weak and desperate n/a Cucks deriding non-Incel men as being cheated or exploited by women n/a Hostile Sexism Women are Ugly deriding women for being unattractive n/a Slut-Shaming deriding women for having sex n/a False Rape Claims claiming that women make false rape claims (e.g., when approached by an Incel) n/a Women’s Only Value is Sex claiming that women’s only value is their sexuality n/a Women are Subhuman dehumanizing women n/a Suicidality Due to Incel Experience attributing suicidal thoughts, feelings, and intentions to Incel status n/a The “Clown World” claiming that the world is meaningless and nonsensical n/a Note: The codebook from Grau Chopite (2022) is based on the codebook and findings of Glace et al. (2021) and other studies (Baele et al., 2019; Bou-Franch & Garcés-Conejos Blitvich, 2021; Bridges & Pascoe, 2014; Cottee, 2020; Döring & Mohseni, 2019; D’Souza et al., 2018; Marwick & Caplan, 2018; Mattheis & Waltman, 2021; Maxwell et al., 2020; Rogers et al., 2015; Rouda & Siegel, 2020; Scaptura & Boyle, 2019; Williams & Arntfield, 2020; Williams et al., 2021). Gwet’s AC1 was calculated in addition to Cohen’s Kappa because some categories were rarely coded, which biases Cohen’s Kappa. The codebook is available at http://doi.org/10.23668/psycharchives.5626 References Al-Hassan, A., & Al-Dossari, Hmood (2019). Detection of hate speech in social networks: A survey on multilingual corpus. In D. Nagamalai & D. C. Wyld (Eds.), Computer Science & Information Technology. Proceedings of the 6th International Conference on Computer Science and Information Technology (pp. 83–100). AIRCC Publishing. doi:10.5121/csit.2019.90208 Baele, S. J., Brace, L., & Coan, T. G. (2019). 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