Temperature-Dependent Molecular Diffusional Properties in Deep Eutectic Solvents and Eutectogels.

Eutectogels (ETGs) prepared from deep eutectic solvents (DESs), a gelator, and water have many uses in separations, catalysis, and energy storage systems. In these applications, temperature-dependent molecular diffusional properties and intermolecular interactions play a critical role in their function. Diffusional properties of Alexa Fluor 633 and ATTO 647N were measured across a range of temperatures in choline chloride:2glycerol DESs comprised of one molar equivalent of choline chloride and two molar equivalents of glycerol (also known as glyceline) as well as ETGs made from this DES, a xanthan gum gelator, and 10% w/w water or 20% w/w water.

What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained.

Within psychology, the underachievement of students from working-class backgrounds has often been explained as a product of individual characteristics such as a lack of intelligence or motivation. Here, we propose an integrated model illustrating how contribute to social class disparities in education over and beyond individual characteristics. According to this new social class disparities in education are due to several mismatches between the experiences that students from working-class backgrounds bring with them to the classroom and those valued in academic contexts-specifically, mismatches between (a) academic contexts' culture of independence and the working-class orientation to interdependence, (b) academic contexts' culture of competition and the working-class orientation toward cooperation, (c) the knowledge valued in academic contexts and the knowledge developed through working-class socialization, and (d) the social identities valued in academic contexts and the negatively stereotyped social identities of students from working-class backgrounds.

Interdependent behavior only benefits employees from working-class backgrounds when it is both enacted and valued.

Social class disparities are pervasive in American society. In higher education, one critical driver of these disparities is the cultural mismatch between the interdependent norms of people from working-class backgrounds and the independent norms that pervade higher education. However, after graduating from college and entering white-collar workplaces, people from working-class backgrounds have frequent opportunities to collaborate in teams-that is, to enact interdependent behavior.

The benefits of difference-education interventions in lower-resourced institutions.

Difference-education is an intervention that addresses psychological barriers that can undermine the academic performance of first-generation college students (i.e., those who have parents without 4-year degrees).

Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool.

Why do socioeconomic disparities in achievement emerge so early in life? Previous answers to this question have generally focused on the perceived deficits of parents from disadvantaged backgrounds (e.g., insufficient childrearing knowledge).

Decision-Making Processes of Caregivers Choosing an Educational Setting for Children Who Are Deaf or Hard of Hearing.

Deciding on an educational setting for children who are deaf or hard of hearing (DHH) is a complex process that is not well understood. In the present study, the researchers' objective was to understand the factors caregivers consider when choosing a school for their child. Six caregivers of children who were DHH participated in semistructured interviews, which were coded into three themes (Child-Centered, Familial, School) and five subthemes (Inclusion, Additional Needs and Well-Being, Complex Process, Information Input and Flow, School Systems and Personnel).

Structure of Deep Eutectic Solvents (DESs): What We Know, What We Want to Know, and Why We Need to Know It.

Deep eutectic solvents (DESs) are a tunable class of solvents with many advantageous properties including good thermal stability, facile synthesis, low vapor pressure, and low-to-negligible toxicity. DESs are composed of hydrogen bond donors and acceptors that, when combined, significantly decrease the freezing point of the resulting solvent. DESs have distinct interfacial and bulk structural heterogeneity compared to traditional solvents, in part due to various intramolecular and intermolecular interactions.

Personal harm from the Covid-19 pandemic predicts advocacy for equality.

The Covid-19 pandemic has laid bare the vast amount of economic inequality in the U.S. Yet, has it influenced Americans' attitudes and behaviors toward equality? With a three-wave longitudinal survey, the current research provides evidence that experiencing personal harm (e.

Temperature-Dependent Constrained Diffusion of Micro-Confined Alkylimidazolium Chloride Ionic Liquids.

Alkylimidazolium chloride ionic liquids (ILs) have many uses in a variety of separation systems, including micro-confined separation systems. To understand the separation mechanism in these systems, the diffusion properties of analytes in ILs under relevant operating conditions, including micro-confinement dimension and temperature, should be known. For example, separation efficiencies for various IL-based microextraction techniques are dependent on the sample volume and temperature.

Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur.

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study ( = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions.

Difference-Education Improves First-Generation Students' Grades Throughout College and Increases Comfort With Social Group Difference.

Difference-education interventions teach people a : that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly 4 years later, first-generation students who received a difference-education intervention earned higher grades and were more likely to attain honors standing than those in the control condition.

Achievement is not class-neutral: Working together benefits people from working-class contexts.

Previous research has documented that people from working-class contexts have fewer skills linked to academic success than their middle-class counterparts (e.g., worse problem-solving skills).

Access is not enough: Cultural mismatch persists to limit first-generation students' opportunities for achievement throughout college.

United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with continuing-generation students (one or more parents have a four-year degree) early in college.

Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed.

Today's increasingly diverse and divided world requires the ability to understand and navigate across social-group differences. We propose that interventions that teach students about these differences can not only improve all students' intergroup skills but also help disadvantaged students succeed in school. Drawing on interdisciplinary research, this article theorizes that teaching students a contextual understanding of difference can accomplish both of these important goals.

Empowerment Through Difference: An Online Difference-Education Intervention Closes the Social Class Achievement Gap.

A growing body of work suggests that teaching college students a contextual understanding of difference-that students' different experiences in college are the result of participating in different contexts before college-can improve the academic performance of first-generation students (i.e., students whose parents do not have 4-year college degrees).

Should job applicants be excited or calm? The role of culture and ideal affect in employment settings.

Do cultural differences in emotion play a role in employment settings? We predicted that cultural differences in ideal affect-the states that people value and ideally want to feel-are reflected in: (a) how individuals present themselves when applying for a job, and (b) what individuals look for when hiring someone for a job. In Studies 1-2 ( = 236, = 174), European Americans wanted to convey high arousal positive states (HAP; excitement) more and low arousal positive states (LAP; calm) less than did Hong Kong Chinese when applying for a job. European Americans also used more HAP words in their applications and showed more "high intensity" smiles in their video introductions than did Hong Kong Chinese.

Characterizing virus-induced gene silencing at the cellular level with in situ multimodal imaging.

Background: Reverse genetic strategies, such as virus-induced gene silencing, are powerful techniques to study gene function. Currently, there are few tools to study the spatial dependence of the consequences of gene silencing at the cellular level.

Results: We report the use of multimodal Raman and mass spectrometry imaging to study the cellular-level biochemical changes that occur from silencing the () gene using a (FoMV) vector in maize leaves.

Interventions aimed at closing the social class achievement gap: changing individuals, structures, and construals.

Understanding the sources of the social class achievement gap in education is an important step toward ensuring that education serves its purpose as an engine of social mobility. The goal of the current article is to provide a brief overview of the sources of the social class achievement gap as well as interventions aimed at closing this gap. We outline three major sources of the social class achievement gap-individual skills, structural conditions, and people's processes of meaning-making, or construals-and the interventions that target them.

Choice as an engine of analytic thought.

Choice is a behavioral act that has a variety of well-documented motivational consequences-it fosters independence by allowing people to simultaneously express themselves and influence the environment. Given the link between independence and analytic thinking, the current research tested whether choice also leads people to think in a more analytic rather than holistic manner. Four experiments demonstrate that making choices, recalling choices, and viewing others make choices leads people to think more analytically, as indicated by their attitudes, perceptual judgments, categorization, and patterns of attention allocation.

Beyond one-size-fits-all: Tailoring diversity approaches to the representation of social groups.

When and why do organizational diversity approaches that highlight the importance of social group differences (vs. equality) help stigmatized groups succeed? We theorize that social group members' numerical representation in an organization, compared with the majority group, influences concerns about their distinctiveness, and consequently, whether diversity approaches are effective. We combine laboratory and field methods to evaluate this theory in a professional setting, in which White women are moderately represented and Black individuals are represented in very small numbers.

A Difference-Education Intervention Equips First-Generation College Students to Thrive in the Face of Stressful College Situations.

A growing social psychological literature reveals that brief interventions can benefit disadvantaged students. We tested a key component of the theoretical assumption that interventions exert long-term effects because they initiate recursive processes. Focusing on how interventions alter students' responses to specific situations over time, we conducted a follow-up lab study with students who had participated in a difference-education intervention 2 years earlier.

Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college.

Social class culture cycles: how three gateway contexts shape selves and fuel inequality.

America's unprecedented levels of inequality have far-reaching negative consequences for society as a whole. Although differential access to resources contributes to inequality, the current review illuminates how ongoing participation in different social class contexts also gives rise to culture-specific selves and patterns of thinking, feeling, and acting. We integrate a growing body of interdisciplinary research to reveal how social class culture cycles operate over the course of the lifespan and through critical gateway contexts, including homes, schools, and workplaces.