Category: College of Arts and Sciences

Research in English

Evolving Feminism in The Hunger Games Series

By Ellie Cook

My project analyzes the differences in feminine gender performance between Katniss Everdeen, the protagonist of the original The Hunger Games trilogy by Suzanne Collins, and Lucy Gray Baird, the protagonist of the prequel novel The Ballad of Songbirds and Snakes. It analyzes the two characters from an intersectional perspective and argues for the importance of cultural, economic, social, etc. contexts when accounting for differences in gender performance, as these factors are all intertwined with gender norms. From the basis of their contrasting gender performance, the paper then delves into agency as a theme and how each character’s relative agency impacts their feminine representation. These differences in gender performance and agency show a different archetype for a young adult feminine heroine over ten years after the original trilogy’s publication. 

From the end of May to mid-July, I completed the background reading to prepare for writing my paper. I read critical theory such as Judith Butler’s Gender Trouble, Undoing Gender, and Who’s Afraid of Gender? as well as Butler Matters: Judith Butler’s Impact on Feminist and Queer Studies by Warren J. Blumenfeld and Margaret Sönser Breen. I also read scholarship about The Hunger Games series that focused on gender and feminism. Some of these texts include: “You Love Me. Real’: Gender in the Hunger Games Trilogy” by Bienvenue Bray and “I Hunt. He bakes.’: Constructing and Deconstructing Gender Identity in Suzanne Collins’s The Hunger Games Trilogy” by Rakchuda Thibordee. I also read books that gave a general overview of the young adult dystopian genre, such as Female Rebellion in Young Adult Dystopian Fiction by Sarah K. Day, et al. and Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers by Carrie Hintz, et al. Using these texts, I completed an annotated biography.

I met with my Apex mentor, Professor Caroline Gelmi, in mid-June, mid-July, and mid-August to check my progress. From mid-July to the end of August, I completed the first draft of my paper. I will continue to work on it with Professor Gelmi throughout the Fall 2024 semester and will finish my final draft at the end of the semester.  

I am grateful to Professor Gelmi for her feedback and mentorship and to OUR for supporting this project through a summer research grant.

Research in Chemistry and Biochemistry

Microwave Mediated Synthesis of Quinazolinone Natural products of  Peganum harmala for Medicinal Chemistry Applications 

By Amelie Duval
Introduction

In the pharmaceutical field, quinazolinones have become an important pharmacophoric scaffold due to their presence in natural compounds with a wide range of medicinal chemistry applications. Among these, Peharmaline A (1), a natural alkaloid with b-Caroline and tricyclic pyrroloquinazolinone cores (Figure 1) that exhibits various biological activities, including antimalarial, anticancer, anti-inflammatory, and antibacterial activities has garnered significant interest of synthetic and medicinal chemists in recent years. In addition, quinazolinones possess stability and change adaptability that makes it easy to prepare, which is prime for scientific investigations. Peharmaline A is found in Peganum harmala L., a species coming from the family of medicinally important Zygophyllaceae. In Chinese traditional medicine, P. harmala L. seed extract is widely used to treat malignancies of the digestive system and malaria. 

(±}-Peharmaline A (1} 

Figure 1: (±)-Peharmaline A precursors 

Objective of the Proposal 

We proposed to develop a novel approach to synthesize Peharmaline A utilizing the deoxyvasicinone and 5-methoxytryptamine, and extend the same to access a library of analogues of peharmaline to further study their biomedicinal potential. 

Methodology – for the Synthesis of (±)-Peharmaline A and Its Analogues 

According to our retrosynthetic plan shown in Scheme 1, we have proposed a total synthetic route to achieve (±)-Peharmaline A 1 in a three-step process: through Pictet-Spengler reaction with the use of 5- methoxytryptamine 3 and deoxyvasicinone methyl oxalate intermediate 2, which itself can be made by of the acylation reaction of deoxyvasicinone 4 with methyl oxalyl chloride 5. It required us to develop a short and effective synthesis for deoxyvasicinone itself through adapting and modifying the reported synthesis into a practical large–scale under microwave irradiation chemistry one-pot synthesis. Starting from commercially available isatoic anhydride 6 and pyrrolidinone 7, they would serve as the building blocks and will result in (±)-Peharmaline in just three steps. It would also provide a divergent approach towards the (±)-Peharmaline A analogues in a modular fashion. 

Scheme 1: Retrosynthetic plan of synthesizing (±)-Peharmaline A 

Results and Discussions 

Scheme 1 describes our efforts toward the development of a total synthetic approach to the synthesis of (±) -Peharmaline A. After a lot of careful experimentation with stoichiometry and heating (temperatures and time intervals), we finally optimized the synthesis of deoxyvasicinone to work on 1Og scale. It required thorough mixing of 1:1.25 equals of isatoic anhydride 5 and the pyrrolidinone 6 and heating of three minutes at medium power household MW (with one-minute intervals). Once the reaction was completed, it was allowed to cool to room temperature, and any remaining starting materials were removed under reduced pressure. The next step was acylation of the deoxyvasicinone 4. The acylation reaction conditions needed a lot of optimizations. We started with the available chemical in the lab i.e., ethyl oxalyl chloride 6 instead of methyl oxalyl chloride, which will lead to Methyl (±)-Peharmaline A, while we awaited the other chemical to arrive from the vendor. 

After a great deal of experimentation to optimize the temperature conditions, the equivalence of acylation reaction, and the solvent environment, we found out that 3 eq of ethyl oxalyl chloride and 2 eq of Et3N base in anhydrous DCM was needed to complete the reaction with deoxyvasicinone, resulting in  32.6 % of yield. Further, it was confirmed that the initially maintained O °C temperature needs to be increased after the complete addition (1 h) of ethyl oxalyl chloride to overnight refluxing to 48 h for the completion of the reaction to obtain a green clean solid product. The addition of both ethyl oxalyl chloride and Et3N base was separated into two portions, with the first half equivalent being added in at OoC initially, and the second half equivalent being added after 24 hours of refluxing in the same method before placing the reaction back to reflux for an additional 24 h. The acylated deoxyvasicinone 2 was obtained in enol form and it was confirmed by NMR and X-ray crystallography. 7 The methyl oxalyl chloride had arrived from the vendor and was tested with the same chemical and temperature environment, and experiments are still on-going to examine the identity and quality of the product. Additional tests are being conducted with deoxyvasicinone with benzoyl chloride and oxalyl chloride to determine if analogues can be developed to further the research with the final (±)-Peharmaline A and other quinazolinone products. 

Scheme 2: Synthesis approach of (±)-Peharmaline A analogue 

 

The next step in the sequence was the Pictet-Spengler reaction. We decided to establish it first with the commercially available tryptamine instead of the expensive 5-methoxy tryptamine (required to be synthesized in the lab later). Accordingly, we combined the tryptamine base 3.85b with acylated deoxyvasicinone 2 under refluxing conditions. After a lot of experimentation trials, our efforts towards the Pictet-Spengler reaction conditions were successful. It ensued in the presence of a catalytic amount of acid that could facilitate the reaction forward to the formation of (±)-Peharmaline A analogue when there was no water present in the sample. As we ran these optimization reactions on a mg scale, we obtained the product through preparative TLC thus far. We need to further optimize them on a larger scale and obtain the pure compound. 

 

Scheme 3: Pictet-Spengler reaction for the final assembly 

 

Figure 2 shows the changes in the 1H NMR peaks along the path of (±)-Peharmaline A analogue (8) (C) formation from the deoxyvasicinone 4 (A). 

Figure 2: Comparison of (±)-Peharmaline A analogue synthesis process A) 1H NMR of Deoxyvasicinone 4 in CDCl3 synthesized through MW irradiation chemistry. B) 1H NMR of enol form of acylated deoxyvasicinone 2 in CDCl3) 1H NMR of Peharmaline A analogue 8 in CDCl3 synthesized in TFMS acid/DCM solution. 

Conclusions and Future Directions

In summary, we have established the groundwork needed for the synthesis of peharmaline A and its analogues. Scheme 4 deliniates our approach of making a library of (±)-Peharmaline A analogues by employing different tryptamines and tyrosines–based primary arylethanamines in Pictet-Spengler reaction by applying our optimized reaction conditions (anh. DCM/TFMSA/reflux-24 h) towards appending the b-Carboline ring to the deoxyvasicinone ring. As can be seen, it is a modular and divergent approach to making (±)-Peharmaline A analogues via employing different acid chlorides as well, as seen in Scheme 5. We propose to carry it out when the grad student that I was associated with returns in the next winter and summer breaks. 

 

Scheme 4: Future study: Scoping Pictet-Spengler towards (±)-Peharmaline A analogues 

Scheme 5: Other modifications for Diversity Oriented Synthesis of Peharmaline A 

Acknowledgments

Support from the UMassD OUR is greatly appreciated. Many thanks to Fazmina Anver and Dr. Rasapalli for their teaching and mentoring in the lab. 

References

Kulkarni, A. S.; Dash, A.; Shingare, R. D.; Chand, J.; Manhas, D.; Singh, A.; Nandi, U.; Goswami, A.; Srinivasa Reddy, D. Identification of New Modulator of DNA Repairing Pathways Based on Natural Product   (±)-Peharmaline   A.   Bioorg.   Med.   Chem.   2023,   91,   117365. https://doi.org/1O.1O16/j.bmc.2O23.117365. 

Piemontesi, C.; Wang, Q.; Zhu, J. Enantioselective Synthesis of (+)-Peganumine A. J. Am. Chem. Soc. 2016, 138 (35), 11148-11151. https://doi.org/1O.1O21/jacs.6bO7846. 

K.-B. Wang, S.-G. Li, X.-Y. Huang, et al. (±)-Peharmaline A: a pair of rare B-carboline-vasicinone hybrid alkaloid enantiomers from Peganum harmalaEur J Org Chem, 2O17 (2O17), pp. 1876-1879, 1O.1OO2/ejoc.2O17OO137 

Anver, F; Rasapalli, S. Thesis: Synthetic Studies Towards Biologically Active Heterocyclic Alkaloids and Their Analogues a dissertation in Chemistry and Biochemistry 

Alsibaee, A. M., Al-Yousef, H. M., & Al-Salem, H. S. (2O23). Quinazolinones, the Winning Horse in Drug Discovery. Molecules (Basel, Switzerland), 28(3), 978. https://doi.org/1O.339O/molecules28O3O978 

Cao, R.; Peng, W.; Wang, Z.; Xu, A. B-Carboline Alkaloids: Biochemical and Pharmacological Functions. Curr. Med. Chem. 2007, 14, 479-5OO. https://doi.org/1O.2174/O929867O777994O998. 

Alshehry, R; Rasapalli, S. Synthetic studies toward biologically active quinazolinones : a dissertation in Chemistry and Biochemistry https://umassd.primo.exlibrisgroup.com. 

 

 

Research in Biology

Human-Induced Fear in Free-Living Raccoons 

By Ruby Sanger 
Abstract 

This past June and July, I spent time at Norcross Wildlife Sanctuary in Wales, Massachusetts. Norcross is a large intact forest of approximately 4200 ha with restricted human access and a small 17ha area near the visitor center, where human access is permitted for hiking along 4km of natural trails. 

I intended to study the effects of human-induced fear on the foraging effects of free-living white-tailed deer, both in the human-accessible area and the forest. This design included audio treatments (human talking and birdsong) and food treatments (plain corn and plain corn mixed with molasses) at eight different stations across the sanctuary. However, after a few weeks of experimentation, there was no deer activity at any of the stations. While thorough background research was conducted to decide the most appealing foods to bait deer with, and there was known to be a high density of deer at the sanctuary, it is possible that because the forest is so dense with natural browse and plants the deer eat, they simply not interested in what was being offered. As a result, Dr. Sherriff and I decided to adapt the experiment to study the foraging behaviors of raccoons, as there were reoccurring raccoon visits at select feeding stations on the public trails. 

None of the stations with molasses had traffic, nor did any of the stations in the deep woods, so we cut the molasses treatment while adding two audio treatments (human yelling and dog barking) for a total of four treatments. The experiment was limited to the public trails of the sanctuary. 

Introduction 

While predators can kill prey, they can also alter prey fitness through non–consumptive effects. The risk of predation can subsequently alter prey’s behavior, morphology, and physiology, which may all impact prey survival and reproduction. These effects may then influence prey population sizes (Sheriff et al., 2020). For example, a study by Cherry et al. (2016) showed that the presence of coyotes led to reduced lactation and ovulation in white-tailed deer, and an absence of coyotes related to an increase in feeding, lactation, and ovulation. These non-consumptive effects may reduce prey population size due to a lack of reproductive success and fecundity (Say-Sallaz et al., 2019). 

The term “landscape of fear” is defined as the spatial variation in prey perception of predation risk. These “landscapes” combine the elements of the physical environment that prey may inhabit or forage in, the predation risk and how it varies across locations, and a prey’s response to predation risk. There are generally two methods of prey response, one being avoiding areas perceived as higher risk, and the other being changes in behaviors while in the areas perceived as higher risk. The perception and fear of predation may be able to drive community-level changes within ecosystems, such as trophic cascades. (Gaynor et al., 2019). A common way to study the spatial variation resulting from risk response is by looking at giving-up densities (GUDs) and analyzing foraging behaviors within the context of risk. GUDs are used to provide insight into metabolic and predation costs of foraging by determining when an individual may stop foraging (Brown, 1987). 

In a study by Darimont et al. (2015), it has been shown that human predators kill far more prey than non-human predators, as well as killing carnivores nine times more than natural predators (Smith et al. 2017). While humans kill at an unparalleled rate, they more often affect prey behavior through disturbance (Frid, Dill 2002). Fear of humans as a “super predator” is also known to lead to behavioral changes in both predators and prey, and the subsequent effects on populations and communities may be larger than those resulting from non-human predators (Crawford et al. 2022). Experimental non-consumptive behaviors from humans have even led to a decrease in feeding times for pumas, an animal without any natural predators (Smith et al. 2017). A landscape of fear of the perception of humans can result in significant changes in wildlife behavior and community dynamics. Suraci et al. (2019) conducted studies with free-living mountain lions, bobcats, medium-sized carnivores (such as opossums and skunks) and deer mice in the Santa Cruz mountains. 

Human predation risk was simulated by using playbacks of human vocalization. The carnivore groups all experienced behavioral changes in response to perceived predation risk: avoiding areas, making temporal changes, and being less efficient in foraging. 

However, deer mice seemingly benefited from human presence; they increased space use as well as foraging intensity. The fear that the carnivores perceived affected lower trophic levels, influencing the surrounding wildlife system (Suraci et al., 2019).

Methods 

i. Feeding Station Set-ups 

Figure 1: Map of the 8 feeding stations, marked on the GAIA app. 

 

Figure 2: Camera and speaker set-ups. The cups were used as a shield for the exposed speakers from the rain. 

 

Eight feeding stations were chosen among the public trails of Norcross Wildlife Sanctuary in Wales, Massachusetts (Figure 1). Each station consisted of a painted feeding bin, a field camera, and a speaker (Figure 2). 

The speaker and camera were programmed to be used together, using Arduino, so that when the camera was triggered by motion, the speaker was triggered to play a programmed playback. Two speakers were programmed to play conversational human speaking, two to play dogs barking, two to play bird songs native to the area, and two to play humans yelling. Each speaker was programmed to play at about 65-70 decibels. The camera-speaker set-ups were programmed for the speaker to trigger 20 seconds after the camera was triggered. 

80 ounces of dried whole grain corn (5 lbs) were set into the feeding tubs. Each empty tub, when closed with the lid, weighed 70 ounces. 

ii. Daily Protocol 

The stations were filled with 80 ounces of corn, and the cameras and speakers were switched on June 30th. Every morning from July 1st to July 10th, the combined weight of the corn and the tub were taken at each of the eight locations by closing the tub and weighing it with a digital fishing scale. If the weight was below 120 ounces, the corn was later refilled to the base weight of 150 ounces (80 ounces of corn plus the weight of the tub). Additionally, the SD cards in the cameras were checked to see if there was any raccoon activity or other significant animal activity during the night. The battery levels of the cameras and speakers, as well as the SD card storage amounts, were also checked every morning to ensure proper performance for the following night. In the case of heavy rain, the tubs were covered to prevent the corn from being waterlogged, which could provide inaccurate weights. 

Table 1: Key of auditory playbacks per feeding station

Feeding Station  Treatment 6/30-7/05  Treatment 7/05-7/10 
1  Talking  Birdsong 
2  Yelling  Dog barking 
3  Dog barking  Yelling 
4  Birdsong  Talking 
5  Talking  Birdsong 
6  Yelling  Dog barking 
7  Birdsong  Yelling 
8  Dog barking  Talking 

On July 5th, after 5 nights of data collection, the playback treatments were changed to different locations (Table 1). At the end of data collection, the SD cards were collected, and the feeding stations were broken down. 

iii. Data Analysis 

The footage captured from the feeding stations are currently being analyzed manually. I will be scoring for behaviors including fleeing (running/leaving quickly), leaving (walking away), looking up, head-up foraging, head-down foraging, playing, freezing, and leaving a group. There are many cases of corn being eaten by mice, chipmunks, squirrels, and occasionally deer. The footage of these animals will be used to separate their consumption from the raccoon’s consumption. Additionally, statistics of each night of the experimental run are being gathered. I am counting the total number of foraging events as well as the time spent eating each night. The footage is currently being analyzed. 

Conclusion 

While the results are still being analyzed, information regarding how raccoons react to auditory playbacks will provide useful insight into the effectiveness of using sound as a method of pest control, as well as how small mammals such as raccoons are affected by the presence of humans. I hope to continue in this line of study and resume with the original design for studying white-tailed deer in the future. 

Works Cited 

Sheriff MJ, Peacor SD, Hawlena D, Thaker M. (2020). “Non‐consumptive predator effects on prey population size: A dearth of evidence.” Journal of Animal Ecology vol 89. 

Cherry, M. J., K. E. Morgan, B. T. Rutledge, L. M. Conner, and R. J. Warren. (2016). “Can coyote predation risk induce reproduction suppression in white-tailed deer?” Ecosphere 7(10):01481. 

Say-Sallaz, E., Chamaille-Jammes, S., Fritz, H., Valeix, M. (2019). “Non-consumptive effects of predation in large terrestrial mammals: Mapping our knowledge and revealing the tip of the iceberg.” Biological Conservation vol.235: 46-52. 

Suraci, J.P, Clinchy, M., Zanette, L.Y., Wilmers, C.C. (2019). “Fear of humans as apex predators has landscape-scale impacts from mountain lions to mice.” Ecology letters vol. 22,10: 1578-1586. 

Gaynor, K.M., Brown, J.S., Middleton, A.D., Power, M.E., Brashares, J.S. (2019). “Landscapes of Fear: Spatial Patterns of Risk Perception and Response.” Trends in ecology & evolution vol. 34,4: 355-368. 

Darimont, C.T, Fox, C.H, Bryan, H.M, Reimchen, T.E. (2015). “HUMAN IMPACTS. The unique ecology of human predators.” Science vol. 349,6250: 858-60. 

Smith J.A., Suraci J.P, Clinchy M., Crawford A., Roberts D., Zanette L.Y., Wilmers C.C. (2017). “Fear of the human ‘super predator’ reduces feeding time in large carnivores.” Proceedings. Biological sciences vol. 284,1857: 20170433. 

Frid, Alejandro, and Dill, L. (2002). “Human-Caused Disturbance Stimuli as a Form of 

Predation Risk.” Conservation Ecology, vol. 6. 

Crawford, D.A., Conner, M.L, Clinchy, M., Zanette, L.Y., Cherry, M.J. (2022). “Prey tells, large herbivores fear the human ‘super predator’.” Oecologia vol. 198,1: 91-98. 

Gaynor K., Hojnowski C., Carter N., Brashares J. (2018). “The influence of human disturbance on wildlife nocturnality.” Science vol. 360,6394 (2018): 1232-1235. 

Research in Sociology

Leave a comment

The Impact Green Spaces Have on Mental and Physical Health: Buttonwood Park and Riverside Park

By Faith Unwin

 

Introduction

This research focuses on the economic differences between two parks in New Bedford and how they affect people’s mental and physical health. Buttonwood Park and Riverside Park are in two economically different parts of New Bedford, but both provide their populations with green space to exercise and play. According to Barton, et al., (2017, p.80), “[Green space] is an umbrella term used to describe either maintained or unmaintained environment areas, which can include nature reserves, wilderness environments, and urban parks.” The park’s communities exhibit differences in average income, race, and housing. Buttonwood Park sits on the border of New Bedford and Dartmouth, with a community of high-income earners and primarily single-family homes surrounding it. Frederick Law Olmsted created this park in 1895, and its different elements of nature and activity have been well-funded since (The Friends of Buttonwood Park). The city built Riverside Park in the early 2000s on the north end of New Bedford, along the Acushnet River. The houses surrounding Riverside Park are primarily triple-decker homes, with a large community of members in the working class. Historically, older Portuguese families lived near the park, but more recently, Central American immigrant families have settled there. Ramirez (2022) describes this area as “an area burdened by disproportionate climate and public health impacts.” People of this community may face stronger economic challenges compared to other areas. Economic differences play a huge role, not just in people’s individual lives but in communities. 

This research aims to understand whether the differences between the communities affect who and how many people visit the parks. All community members should have the ability to go outside in a safe environment with enough space to be active. Green spaces provide “creative opportunities for open space preservation that could help connect the community and revitalize its economy and social connectivity” (EPA). However, some areas may find it more difficult to do this because of their location and resources. With some parks being in different areas, there may be differing opinions on when to use the parks and for what reasons. According to Grinspan, et al., (2020), green spaces have many benefits, including climate control, community involvement, exercise, and relaxation. Both parks seemingly provide these benefits to their areas as they are green spaces, but they are different. They are very spacious, but they do not all have the same qualities. Both parks have basketball courts, a walking trail, a playground, benches, and other green spaces where you can enjoy nature and perform other activities. In addition, Buttonwood Park has a greenhouse, zoo, senior center, pond, and numerous monuments. The only additional attraction Riverside Park has is a skateboard park, and it is located on the Acushnet River. Although parks do not need the same attractions, Buttonwood Park may have the advantage of possibly attracting more people. One also must consider whether the additional attractions at Buttonwood Park result from the park’s location and the economic differences. This project reflects ideas from researchers and their findings on green spaces as well as their effect on people’s health. It will also use researchers’ findings on why green spaces are created and will discuss the hands-on research in the two parks and how people involved with the park feel it contributes to their lives.  

Methods 

I collected ethnographic data through observations, participant surveys, and semi-structured participant interviews. I collected this data at Riverside Park and Buttonwood Park, visiting on multiple days at various times. I began with observations, then moved to participant data collections after understanding roughly how many people visit the parks and at what times. 

This project has collaborated with the New Bedford Parks, Recreation, and Beaches Department. I will share the collected data with them so they can better understand the surrounding or adjacent communities and determine how to meet their needs. They want to provide the communities with what they want and need to the best of their abilities, and this will help them. The department wants safe spaces for people living in New Bedford, and they want to make sure they are sufficiently meeting the members’ needs for physical and mental health activities and spaces. 

The methods of collecting data underwent an approval process with the Institutional Review Board (IRB) of the University of Massachusetts Dartmouth. The IRB needed to approve the survey and interview questions, consent forms for the interviews, and the cover letters for the surveys. This process was necessary since human subjects were involved, and the privacy and confidentiality of their identities must be protected. Although the interview questions do not ask for identifiable information, participants must still sign a form agreeing to be recorded for the interview.  

I made sure to visit both parks during the same time of day and under similar weather conditions. I observed who was in the park, the demographics of park users, and what they were doing. After completing observations, I began conducting surveys and interviews at both parks. There were 23 survey questions (see Appendix A) and 10 interview questions (see Appendix B). 

Data Analysis

Many people visit Buttonwood Park throughout the day. Based on observations, approximately 43 people were using the park from 7:00  to 9:00 in the morning. Based on what was observed, it seemed as though the majority (38) of people were white, 1 person was black, 1 person was Asian, and 3 other people’s race could not be determined due to hoods and distance. All appeared to be adults over 18 years old. Most people were walking or jogging the perimeter paths alone, with friends, or with dogs. Of the people utilizing the paths, 19 were men, and 17 were women. People of all ages were at the park, but many seemed to be over 60 years old. 7 people were outside of the Senior Center, likely getting ready to go inside. Due to the park’s size, I had to drive around the park multiple times to count park users accurately. 

During the afternoon, there were approximately 102 people at the park within the two-hour window. 78 were adults over 18 years old, while 27 were minors. Again, the majority (around 90) of people were white, 5 were black, 5 were Latino, and 2 were Asian. Most people were in their 30s and 40s, with the exception of minors who were accompanied by adults. Most were utilizing the walking paths, though some were using the playground, open field (for a girls’ youth soccer practice) and going in and out of the senior center. The colder weather on this day may have impacted playground usage as only a few people were using it.  

Early morning observations at Riverside Park differed from observations from Buttonwood Park. 9 adults were observed using the park. Approximately 3 people were white, 2 were black, 3 were Latino, and 1 was too far away to be seen. 5 people were walking or jogging on the path, 2 appeared to be using the park as a shortcut to work while carrying work bags, and 2 people were playing soccer. Only one person appeared to be female while everyone else was male. Additionally, 10 high school-age students were waiting for the bus. They were standing outside the park bounds. 

Riverside Park proved to be a busy park in the afternoon. There were approximately 81 people at this park between the two hours; 51 of them were adults over the age of 18, and 30 were minors. In contrast to Buttonwood Park, the majority (57) of people were Latino, while there was a much smaller number of white people (13) and black people (8), and again, there were people (3) whose race could not be determined. Approximately 14 people were by the playground, 47 were on the soccer field, 18 were using the walking path, and 2 were at the skatepark. According to these results, usage of the park was evenly distributed among the park’s amenities and area.  

Over 2 days, 20 survey responses were collected from users of Buttonwood Park. Based on results from the people willing to participate, 80% identified as white, 15% as Latino/Hispanic, and 5% as mixed races (See Graph 1). 70% were female, 25% male, and 5% non-binary. Most participants were 60 years old or older (30%), in their 30’s (30%), or in their 40’s (25%). Only 1 person was between 19 and 24 years old, 25 and 29 years old, and in their 50’s. In terms of marital status, 55% were married/partnered, 40% were single/divorced, and 5% were widowed. 75% of people lived in households with 3 or more people, 15% lived with 2 people in their household, and 10% lived alone.  

Graph 1: Percentages of respondents’ identified race at Buttonwood Park. 

Graph 1: Percentages of respondents’ identified race at Buttonwood Park. 

Regarding income, of those living alone, 5 people who responded were below the median Massachusetts personal income of $49,746. For multi-income households (14), 57.1% were above, 21.4% were around, and 21.4% were below the median Massachusetts household income of $93,550 (See graph 2). 1 person chose not to respond to either question about income. 25% had no children under 18 years old living with them, while 30% had 1 child, 25% had 2 children, and 20% had 3 or more children. 75% of people owned their homes, while 25% rented. 

Graph 2: Percentages of how much a multi-income family makes of Buttonwood Park visitors. 

Outside of demographics, there were questions focusing on park usage. One of the survey questions asked how frequently people visited the park. 45% said “often,” 35% said “sometimes,” and 20% answered “rarely” (see Graph 3). Popular times were afternoons (90%), before 9am (15%), 9am-12pm (15%), and evenings (5%). Everybody felt safe at the park, but 1 person expressed  concern about the lack of lights in the park at nighttime. 80% of people would not visit the park at night. 84.2% of people said they would not send their children or grandchildren alone to the park. Only 15% of people feel the park is not kept clean. The other 85% think it is clean and 94.7% feel the structures are well-maintained. 50% of people walk the path, 35% play a sport or watch their friends and family play a sport, 10% bird-watch, 15% sit and read, and 30% bring their kids to the playground (See Graph 4). 63.2% felt community members took care of the park more than the city while the other 36.8% felt the city took better care. Only 20% were aware of the “Friends of Buttonwood.” 

Graph 4: Activities performed by participants at Buttonwood Park. 

There was a section at the end of the survey asking for comments from the participants. Of the 5 comments, the city and community were both acknowledged for their maintenance. Participants suggested more frequent grass cutting, adding restrooms inside the park, improving park cleanliness, and upgrading the playground equipment. Overall, everyone praised the park, its location, quietness, and cleanliness. 

 

Picture 1: Collecting Survey and Interview Responses at Buttonwood Park 

Over 3 trips were made to Riverside Park to collect 20 survey responses. Respondents identified as Black (35%), White (40%), and Latino/Hispanic (40%), with some selecting multiple races (See Graph 5). 55% were female, and 45% were male. Most were in their 30s (65%) or 40s (10%), with few other age groups represented. 80% were married or partnered, and 20% were single or divorced. 90% had 3 or more people in their household. 

Graph 5: Percentages of respondents identified race at Riverside Park. 

Only two people responded for single-income households; both were below the Massachusetts median personal income. For multi-income households (18), 38.9% reported making around the median and 61.1% reported making below that income (See Graph 6). 15% had no children under the age of 18 living with them, 45% had 1 child, 35% had 2 children, and 5% had 3 or more children. 35% of people owned their homes, and 65% rented.  

Graph 6: Percentages of how much a multi-income family makes of Riverside Park visitors. 

Park usage and visitation differed slightly from Buttonwood Park. 55% visited sometimes, 25% often, and 20% rarely. Most visited in the afternoon, with fewer people visiting in the mornings (5% before 9:00 a.m., 10% between 9:00 a.m. and 12:00 p.m.), and in the evenings (10%) (See Graph 7). Everyone felt safe at the park; however, 75% of people would not visit at night and 90% would not let their children go to the park alone. 75% felt the park was clean and all felt the park structures were well-maintained. Activities included playing a sport or watching friends and family play a sport (55%), bringing their children (45%), walking alone or with someone else (25%), birdwatching (10%), and reading (20%). 55% of people felt the city provided more care than the community. 84.2% were unaware of the “friends groups,” and after learning about them, 89.5% of people said they would like a “friend group” for Riverside Park. Only one person wrote in the comment section requesting increased police presence at the park during its busiest hours.  

Graph 8: Activities performed by participants at Riverside Park. 

Picture 2: Collecting Survey and Interview Responses at Riverside Park 

Buttonwood Park’s respondents to the interview questions were alike regarding their positive feelings about the park and what they felt could be added or taken better care of. Everyone felt it was safe and had plenty of space for activities. Some people only visit this park, though a few said they have traveled to others for new experiences or convenience. Everyone said they visited the park for its space and ability to relax and have fun. It was described as a great all-season park for its numerous amenities. When asked about their opinions on green spaces, everyone said they are important, and the world needs more. One person said, “We are paving the world” and there are not as many green spaces as before. Another person acknowledged the promotion of health and safety that comes from green spaces. 

No one would allow their children or grandchildren to visit the park alone. Two people attributed this to the day and age we live in. One person reflected on when they grew up, saying if it was around the 1970’s, then they would send them alone. Three people said it is due to their young age and fear of them getting stolen or hurt. These concerns are not specific to the park but general feelings. None of the participants would visit the park at night because of possible danger. One long-time resident of the area mentioned the park previously not having a good reputation at nighttime and attributed this to why they won’t visit at night. Another concern is the lighting around the area and it being too dark. In terms of safety concerns, other than suggesting a fenced-in playground, there were no major concerns. 

Not everyone could speak on the funding of the park, but some felt there must be more funding for this park due to its location and how well-maintained it is. One person said they believe there could always be more funding for green spaces and for Buttonwood Park, and they would like to see public restrooms. They understood the possible concern of homeless people camping in there or vandalism and suggested an electronic lock with a phone number to access the bathroom. This person also suggested more maintenance work on the playground. Overall, everyone enjoys the park and believes it is well taken care of by both the city and the “Friends of Buttonwood.”  

Additionally, everyone talked about how the park benefits their physical and mental health, as well as their children and grandchildren. Exercise, relaxation, and positive feelings come from being at the park and are what they enjoy so much. All respondents see the impact it has on their children and grandchildren. Mentioned activities included walking, playing on the playground, and summer evening yoga classes. People find the overall park positively affects their well-being and their children or grandchildren.  

Similar to Buttonwood Park, participants from Riverside Park had the same positive feelings regarding it. Only one respondent said they have traveled to other parks for experience, but prefer Riverside’s location, stating they would still visit if it was smaller. Another said they came here for the soccer field since none existed near their home in Dartmouth. All respondents stated they come to the park for convenience, experience, and the amenities it offers. Every participant felt safe when visiting and felt the park had a great amount of space. They all believe in the importance of green spaces and the necessity of more for people’s health benefits and the environment. 

When asked about allowing their children to go alone to the park, only one person said they would send their children alone, but not at night. Another said if their children were older, they could go alone. Safety concerns of the world today were also a factor for some people. Also, the frequent sightings of emergency vehicles, homeless people, and drug users were reasons cited for not sending their children alone. Participants had no concerns about allowing their children to visit the park at night if they were together. Without bringing the children, no one had concerns about visiting by themselves at night, although one person did say they would be more vigilant than if they went to a park in Dartmouth.  

Two participants think Riverside Park receives more funding because of the enclosed turf soccer field. Another person believes all New Bedford parks receive the same amount of funding, which is not enough in their opinion. They would like to see more maintenance work, especially on the water fountains that do not work when the splash pads are on in the summer. This person would also like to see a “friends group” started for the park. More than one person mentioned wanting the park cleaner, with less broken glass, and for homeless people to stop using the splash pads to shower and leave a mess. 

Similar to Buttonwood Park, almost everyone felt Riverside Park positively impacts their own and their children’s mental and physical health. This park is seen as a great available space by everyone. Only one person did not see an impact on their own mental health, but they do believe it impacts their child’s mental health since the child uses the park more.

Discussion 

Buttonwood Park and Riverside Park are both very lively, especially in the afternoon; however, there were differences in the demographics of visitors, particularly in race and gender. There were more white people at Buttonwood Park while there were more Latinos at Riverside Park. There was an even number of men and women observed at Buttonwood, while a majority of Riverside’s visitors were men. Results also show that activity at Buttonwood was geared towards the walking path, whereas the soccer field saw the most usage at Riverside. Walking paths at Buttonwood were primarily used for walking with some riding bikes. Riverside’s path was used for walking, bike riding, and skateboarding. Lastly, there was also a big difference in the ages of visitors between the two parks. The afternoon hours at Buttonwood saw more older adults (30s/40s) while Riverside saw more minors with more use of the playground.  

There were notable differences in survey responses between the two parks. The first notable difference is collecting responses at Riverside Park took one extra day. Riverside Park had more racial diversity and a more even split between females and males, while responses from Buttonwood Park were skewed heavily toward white women. There was an approximate 30-year age gap between responses, with respondents from Buttonwood being older on average. There were more divorced or single people at Buttonwood Park, ] one being a widow, whereas more people at Riverside Park were married or partnered. All single people from both parks said they make below the median Massachusetts personal income of $49,746. For married persons, no one from Riverside Park said they make above the median Massachusetts household income of $93,550; however, there were a few responses stating ‘above’ from Buttonwood Park. Child household percentages were similar. Housing status differed; most people from Buttonwood Park owned homes, while most people from Riverside Park rented. The afternoon was the busiest time for both parks, though some respondents visited at other times. Everyone felt safe at the parks and there was a mutual feeling of not wanting to visit at night. Most people from both parks would not send their children alone. People felt structures were well-maintained at both parks. Only a few more people at Buttonwood Park said they feel that the community takes more care of the park. Most participants from both parks had never heard about the “friends groups,” but most were interested in it. Many things are similar in this study, with the exception of the demographics involved. 

When reviewing the interview responses from both parks, there were both similarities and differences. Everyone felt safe and comfortable at the parks with positive feelings about the amenities and space provided. Both parks were described as wonderful green spaces that provided health, relaxation, and helped the environment. Most respondents said they would not send their children alone to the park and though reasons for this varied, general safety concerns were the number one reason. Everyone also recognized the mental and physical benefits the parks provide to them, especially their children and grandchildren.  

Differences primarily included park use, beliefs about funding, and desired improvements. Many people at Buttonwood Park had general safety concerns that did not pertain specifically to the park but to today’s world, while people at Riverside Park had concerns regarding homeless people, drug use, and uneasy feelings from emergency vehicle sightings. This is not to say there are no homeless people at Buttonwood Park. A person outside of the research collected shared that they had seen tents in the wooded area of Buttonwood Park and on a side street. Though people are unaware, this is important to note because it shows that homeless people can camp at any kind of park in any area.  

People seemed to have different beliefs about funding. Some people felt Riverside Park receives more funding because of the turf soccer field, while others said they believed Buttonwood receives more funding because of its location. In terms of improvements, people at Buttonwood mentioned playground upgrades and restrooms being added to the park. Riverside Park respondents expressed wanting better maintenance of the splash pad, more frequent cleanup of the park, and a “friends group.” Overall, the parks are valued by their visitors and people are not negatively impacted by them.  

Conclusion 

Green spaces provide people with numerous physical and emotional benefits while benefiting the environment. This study has shown that Buttonwood Park and Riverside Park positively impact community members in different areas of New Bedford. Although the parks are in different neighborhoods and include different amenities, data results have shown that visitors enjoy the parks and what they have to offer. It is evident that people with different socioeconomic statuses are separated in the city. Based on the collected data, people with lower incomes tended to live near Riverside Park and those with higher incomes tended to live near Buttonwood Park. However, this is not to say that people do not travel to each park from other areas. Visitors value both parks for their fields, playgrounds, and walking paths. They provide joy to their visitors and although some may have general safety concerns about the world, the parks instill feelings of relaxation and enjoyment. No one is overly concerned about the maintenance of either park and people expressed being happy when they visit. Some people believe that city planners create parks to separate people; however, this study shows the greater impact parks have when located in different neighborhoods. A park in a lower-income neighborhood may not attract many high-income earners, but that does not mean the park itself deters people. It may be difficult to look at Buttonwood Park the same way because of its history, but the important fact learned from this study is the importance of green spaces and their impact on the community they serve. Ultimately, this research highlights the importance of green spaces and their influence on community members’ mental and physical health. People largely view these parks as being welcoming to diverse backgrounds, as well as fostering activity and community involvement.

References 

Amano, T., Butt, I., & Peh, K. S. ‐H. (2018). The importance of green spaces to public health: A multi‐continental analysis. Ecological Applications, 28(6), 1473–1480. https://doi.org/10.1002/eap.1748 

Barton, J., & Rogerson, M. (2017). The importance of greenspace for mental health. BJPsych International, 14(4), 79–81. https://doi.org/10.1192/s2056474000002051 

Browning, M. H. E. M., & Rigolon, A. (2019). Could nature help children rise out of poverty? green space and future earnings from a cohort in ten U.S. cities. Environmental Research, 176. https://doi.org/10.1016/j.envres.2019.04.016 

Cole, H. V., Lamarca, M., Connolly, J. J. T., & Anguelovski, I. (2017). Are green cities healthy and equitable? Unpacking the relationship between health, green space and gentrification. Journal of Epidemiology and Community Health (1979-), 71(11), 1118–1121. https://www.jstor.org/stable/26383998 

Environmental Protection Agency. (n.d.). Green Streets and Community Open Space. EPA. Retrieved April 25, 2023, from https://www.epa.gov/G3/green-streets-and-community-open-space 

The Friends of Buttonwood Park. The Friends of Buttonwood Park. (2022, February 2). https://buttonwoodpark.org/ 

Graeber, D., & Wengrow, D. (2021). Free People, the Origin of Cultures, and the Advent of Private Property. In The Dawn of Everything (pp. 112–155). 

Grinspan, D., Pool, J.-R., Trivedi, A., Anderson, J., & Bouyé, M. (2020, September 29). Green space: An underestimated tool to create more equal cities. World Resources Institute. Retrieved from https://www.wri.org/insights/green-space-underestimated-tool-create-more-equal-cities#:~:text=Green%20space%20can%20help%20make,air%20quality%20and%20mitigating%20flooding. 

Low, S., Scheld, S., & Taplin, D. (2005). Rethinking Urban Parks: Public Space & Cultural Diversity (1st ed.). University of Texas Press. 

Ramirez, R. (2023, May 10). Building community, one urban garden at a time. Groundwork USA. https://groundworkusa.org/building-community-one-urban-garden-at-a-time/ 

Rigolon, A., Yañez, E., Aboelata, M. J., & Bennett, R. (2022). “A park is not just a park”: Toward counter-narratives to advance equitable green space policy in the United States. Cities, 128. https://doi.org/10.1016/j.cities.2022.103792 

Rosenzweig, R., & Blackmar, E. (1992). The Park and the People: A History of Central Park. Cornell University Press. 

Scott, James C. (1998). Seeing Like a State, Yale University Press. 

CNR Web (2022, April 20). How green spaces can improve your health. College of Natural Resources News. Retrieved from https://cnr.ncsu.edu/news/2022/04/parks-green-spaces-improve-health/ 

Appendix A 

Survey Questions 

Research in Biology

Leave a comment

Invasive Species and Their Effect on Relative Abundance of Native Species in the Wild

By Brent Mello

My research is intertwined with the research of a graduate student, Eleanor DiNuzzo. Through the last two summers, she has surveyed the same three rocky intertidal sites in Massachusetts for four species: Hemigrapsus sanguineus (Asian shore crab), Carcinus maenas (green crab), Nucella lapillus (Atlantic dogwhelk), and Mytilus edulis (blue mussel). I first learned about these four intertidal species last year when I started to help with Eleanor’s intertidal surveys. I was taught how to identify the different species, as well as the sex of the crabs. 

In early April, the sites were visited for the first time for the season. We were making sure the sites were still prepped for our surveys. At each tide height, 0m, 0.5m, and 1m, we located the rocks that had been tagged with “dog tags.” If any rock had lost the tag applied from the previous years, we had to apply a new tag. Only two new tags had to be applied this year. We utilized marine epoxy that we had in the lab. I have included a picture below of me using epoxy to bond our tag to the rock. I have also included a picture of the tag bonded to the rock two months later during our June surveys.  

In my original grant proposal, I had planned for the possibility that most of the tags had fallen off over the winter. Since this was not the case, the money for the drill, masonry bits, and anchor kit was not needed. I did not want to spend the granted money on unnecessary tools. 

Our next visits to the sites were planned for May 5th-7th, but we encountered external issues that made us have to drop these survey dates from our data.  

The June surveys were a success and were conducted on June 6th-8th. During our surveys, we would get to the site about a half hour prior to the A.M. low tide. This would give us time to prep for our surveys. Once we got to the sites, we located the 0m marker as quickly as possible. In some locations, the tide could chase us out, so getting to the mark as early as possible allotted more time for our surveys. After the 0m mark was found, a 30-yard transect was set up. Five random numbers were generated per tide height between 1 and 30, which were used to place down the quadrat for surveying. I have included a picture of the 1m X 1m quadrat we used in our surveys.  

Once each quadrat was placed, surveying began. One person was set as the data recorder, while the other 2 or 3 surveyors were tasked with searching each quadrat for the four targeted species. Each quadrat followed the same procedure, which I will give step by step. Firstly, we began by moving seaweed out of the way while also searching through it for any of our species of interest. We tried to be minimally invasive and would remove seaweed as little as possible, more so trying to rearrange it. The next step was to search the rocks for and collect Nucella, Mytilus, Carcinus, and Hemigrapsus. We would collect a max of 10 mussels (Mytilus) and as many of the other species present in the quadrat. Crabs (Hemigrapsus or Carcinus) smaller than 10mm were not collected and were called out to the recorder as small, followed by species type. Once the visible species were collected without disturbance, we proceeded to turn over rocks and collect every individual we could, placing them in a bucket. After all rocks were overturned and returned to their initial locations, we began measuring the individuals collected while simultaneously sexing the crabs. Their sizes were measured using battery-powered calipers. The calipers from the previous year were not damaged by the moisture, and we were able to use them. For this reason, I did not use the original plan to buy the waterproof calipers yet. We may need to order more calipers if the current ones get damaged during our future surveys. The research will proceed through the summer with three survey days each month ending in September. After each month’s surveys, data will be transferred from the survey sheets to an Excel spreadsheet. I have included a picture of the survey sheet below from one of our June surveys. 

After the last survey in September, statistical analyses will begin. The statistical tests will be run in R, which I learned the basics of in Bio 430 last semester. I very much look forward to applying the use of R to real-life biological studies, as well as becoming more familiar with other features of the system. The goal is to use non-metric multidimensional scaling (nMDS) in R to compare community composition at different tide heights and locations. I will be using the last three years of survey data for these statistical comparisons aiming to find a significance difference in community composition to see the effects of the presence of the invasive Hemigrapsus in New England coastal rocky intertidal zones. By December, I plan on completing the statistical analyses and having a manuscript ready for submission. 

I would like to thank the OUR department for the grant approval back in January, as well as the support this provides not just for me, but for all undergraduate researchers. Since there may be unexpected expenses that arise over the summer, I would like to request an extension on the grant money. I plan to use it wisely for tools or programs that may be necessary or will benefit the research as a whole.  

Extra pictures from the surveys: 

Picture of me holding a gravid (pregnant) Carcinus maenas 

 

         Hemigrapsus and how they are measured and sexed 

 

         Nucella 

 

Every survey is accomplished with a team effort, so I have included a team picture from one of our June surveys.  

RESEARCH IN PSYCHOLOGY

Leave a comment
Impostor Syndrome and Diversity: Race, Ethnicity, and Generation
By Alejandra M. Ponce

 

INTRODUCTION

While high-achieving students are admirable in their efforts and accomplishments, their personal well-being is cause for concern. While one would assume that hard-working academic students acknowledge themselves for the work they accomplish, sometimes students will trudge through their scholastic journeys and accept their accolades with shame, guilt, and/or fear—even after being awarded for their achievements. This phenomenon can be attributed to impostor syndrome, which involves chronic self-doubt and fear of being exposed as a fraud in connection to feelings of incompetence, inadequacy, and an inability to feel self-pride or internalize accomplishments (Bravata et al., 2019; Cokley et al., 2017). Previous research has linked impostor syndrome to emotional and physical exhaustion, generalized anxiety, diminished workplace performance, and even decreased diversity in institutional leadership positions (Bravata et al., 2019; Cokley et al., 2017; Moyer et al., 2021; Rivera et al., 2021). Although research findings recognized that impostor syndrome is common as well as personally and socially detrimental to the individuals experiencing it, there seems to be conflicting evidence about how exactly it affects people, specifically students in universities.

Other factors that have been previously implicated in research on impostor syndrome include general mental health (Bernard et al., 2017; Cokley et al., 2013; Cokley et al., 2017; Cusack et al., 2013), perfectionism (Cusack et al., 2013, Pannhausen et al., 2020; Rohrmann et al., 2016), and self-esteem (Cusack et al., 2013; Ibrahim et al., 2020). Moreover, previous research has suggested complex associations between impostor syndrome and race and ethnicity (Ayesiga, 2022; Bernard et al., 2017; Cokley et al., 2013; Cokley et al., 2017; Jackson et al., 2022) while leaving first-generation student status largely unexplored. Therefore, this study aimed to explore the possible differences in experiences of impostor syndrome in ethnically and racially underrepresented and first-generation students in comparison to represented and continuing-generation students, respectively. In this mixed methods study, potential links between diversity-related variables such as race, ethnicity, and first-generation student status relative to impostor syndrome and other personal variables were investigated.

METHODS

Quantitative Study

Participants

Upon approval from the Institutional Review Board (IRB) at the University of Massachusetts Dartmouth, participants were recruited through physical flyers (see Appendix A) posted around academic buildings on campus, where a quick response (QR) code directed them to the survey on Qualtrics. Data was collected from a sample of 39 participants. 7 of the survey responses were removed from the data analysis due to incomplete responses. Demographic information of the sample (n = 32) is summarized in Table 1. The sample mostly consisted of female (81.3%), White (81.3%) upperclassmen in the College of Arts & Sciences (71.9%) at the University of Massachusetts Dartmouth. Participants were given $10 gift cards upon participation.

Instruments

Demographics. Participants were asked to report demographic information such as their gender assigned at birth, gender identity, age, race, ethnicity, current cumulative grade point average (GPA), major, current year of study, whether they identified as a first-generation student, and the educational levels of their parents or legal guardians. All these variables were suspected, or have shown, to be associated with impostor syndrome.

Impostor Syndrome. Feelings of impostor syndrome among participants were measured using the Clance Impostor Phenomenon Scale (CIPS; Clance & Imes, 1978). The CIPS is a 20-item scale rated on a 5-point Likert scale ranging from 1 (not at all true) to 5 (very true). Sample items include “I can give the impression that I’m more competent than I really am” and “I’m afraid people important to me may find out that I’m not as capable as they think I am.” Total scores on the instrument are summed with final scores between 20-100. Higher scores indicate greater feelings of impostor syndrome. Holmes and colleagues (1993) reported high internal consistency reliability of the scale ( = .96). The scale had an internal consistency of = .93.

General Mental Health. To account for general state of mental well-being, participants completed the Mental Health Inventory-5 (MHI-5; Berwick et al., 1991). A 6-point scale ranging from 1 (all of the time) to 6 (none of the time) is used to measure the 5-item scale. Sample items include “During the past month, how much of the time were you a happy person?” and “How much of the time, during the past month, have you been a very nervous person?” The scale is scored from 0 to 100 (items 1 and 2 are reverse-coded) with a score of 100 indicating excellent mental health. A Cronbach’s alpha of .84 was previously found for the scale (Nearchou et al., 2019), but had a poor internal consistency of = .25.

Perfectionism. The Frost Multidimensional Perfectionism Scale (FMPS; Frost et al., 1990) is a 35-item scale that measures perfectionism on four subscales: concern over mistakes and doubts about actions, concern with parental expectations, high personal standards, and concern with organization. However, a total score was used in this study. Sample items include “My parents set very high standards for me” and “Organization is very important to me.” A 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) is used to measure responses, with higher scores indicating higher perfectionistic tendencies. A Cronbach’s alpha of .93 was found for the total scale (Pannhausen et al., 2020). The scale had an internal consistency of = .93.

Self-Esteem. As for self-esteem, the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) was used. The RSES contains 10 items and measures responses with a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Sample items include “On the whole, I am satisfied with myself” as well as “At times I think I am no good at all.” Scores on the scale are summed and total scores range from 4 to 16 with higher scores indicating higher self-esteem. A Cronbach’s alpha of .84 was previously found for the scale (von Collani & Herzberg, 2003), but had a very poor internal consistency of = .09.

Diversity-Related Stressors. To measure stressors that are generally experienced by the student population as well as those uniquely experienced by students that are underrepresented, the Minority Status Stress Scale (MSSS; Smedley et al., 1993) was used. The MSSS is a 33-item scale utilizing a 6-point Likert scale ranging from 0 (does not apply) to 5 (extremely stressful). There are six subscales: achievement stressors, environmental stressors, race-related stressors, intrapersonal stressors, interpersonal stressors among ethnic minority groups, and interpersonal stressors with White people. Sample items include “The university is an unfriendly place” as well as “Being treated rudely or unfairly because of my race.” Subscale and total scores may be used, but for the purposes of this study, only total scores were used. Total scores on the scale are summed and range from 0 to 185 with higher scores suggesting more feelings of diversity-related stress. Internal consistency of the scale has been reported with a Cronbach’s alpha of .92 (Greer & Chwalisz, 2007). The scale had an internal consistency of = .96.

Qualitative Study

Participants

Upon approval from the IRB at the University of Massachusetts Dartmouth, participants were asked at the end of the Qualtrics survey whether they were willing to take part in the second phase of the research. Participants were given the option to input their school email address as an indication that they were interested in being contacted to schedule an in-person interview. Participants were made aware that agreeing to participate and inputting their school emails would allow the student and primary investigators access to their quantitative survey data, which was used to identify whether the participant met the inclusion criteria for the in-person interviews. Data was collected from a sample of 4 participants, all female, between the ages of 20 and 22. All the participants fit the inclusion criteria, which included identifying as a non-White race, as part of an ethnic group, or as a first-generation student. Each participant was also required to have experienced moderate to intense impostor feelings, according to their CIPS scores (Clance & Imes, 1978). Participants were given $20 gift cards upon participation.

Instruments

In-Person Interviews. A qualitative descriptive design, as explained by Sandelowski (2000) was used for the method. An in-person, responsive interview technique following a conversational guide (Rubin & Rubin, 2012) was conducted. Interviews were 15-30 minutes in duration and were conducted on campus in quiet, private locations. The student researcher completed the interviews. All interviews were audio recorded using Zoom, so than an electronic transcript could be prepared later on. Only voices were heard, and no images were recorded of the student researcher or conversational partner. Questions on the interview guide included general, open-ended inquiries about impostor syndrome as experienced by the individual (see Appendix B).

RESULTS

Quantitative Study

Spearman’s rho correlations were conducted to analyze potential relationships between study variables, as illustrated in Table 2. No correlations were found relating to race. As for ethnicity, no significant correlations were found with regards to the personal variables analyzed such as impostor syndrome, mental health, perfectionism, self-esteem, and diversity-related stressors. However, significant correlations were found for impostor syndrome and low self-esteem (r = -.36, p = .045), and impostor syndrome and perfectionism (r = .65, p < .001). No other significant correlations among the personal variables were observed.

A hierarchical multiple regression analysis showed that model 1: first-generation student status and ethnicity (step 1) explained 4% of the variance but was nonsignificant. Entry of personal variables, such as perfectionism, mental health, self-esteem, and diversity-related stress added a significant amount of variance to the model, explaining 55% of the variance, More specifically, perfectionism was the only significant factor ( = .60, p  < .001). The hierarchical multiple regression analysis for the variables of interest is displayed in Table 3.

 

Table 1: Demographic information of the sample (n = 32).

Variable Mean SD n %
Age (years) 22.1 6.48
GPA 3.30 0.782
Gender Assigned at Birth

Female

Male

  

 

  

28

4

  

87.5

12.5
Gender Identity

Female

Male

Prefer not to say

  

26

5

1

  

81.3

15.6

3.1
Race

American Indian or Alaska Native

Asian

Black or African American

Native Hawaiian or Pacific Islander

White or Caucasian

Other

  

 

  

1

1

5

1

26

1

  

3.1

3.1

15.6

3.1

81.3

3.1
Ethnicity

Hispanic or Latino or Spanish Origin

Not Hispanic or Latino or Spanish Origin

  

4

28

  

12.5

87.5
First-Generation Student

Yes

No

  

11

21

  

34.4

65.6
Parent or Legal Guardian Education Level

Less than College

Some College or More

  

25

39

  

39.1

60.9
Major

Charlton College of Business

College of Arts and Sciences

College of Engineering

College of Nursing & Health Sciences

College of Visual & Performing Arts

  

2

23

3

3

1

  

6.2

71.9

9.3

9.3

3.1
Year

Freshman (1st year)

Sophomore (2nd year)

Junior (3rd year)

Senior (4th year)

  

2

8

13

9

  

6.3

25.0

40.6

28.1

 

Table 2: Correlations between race, ethnicity, personal variables, and diversity-related stressors (n = 32).

Variables 1 2 3 4 5 6 7
1. Race –
2. Ethnicity – –
3. Impostor Syndrome – .18 –
4.Perfectionism – -.31 .65** –
5. Self-Esteem – -.22 -.36* -.21 –
6.Diversity-Related Stressors – -.25 -.05 .11 -.21 –
7.Mental Health – -.13 -.29 -.16 .53 .30 –
Key: ** p < .001, * p < .05

 

Table 3: Hierarchical multiple regression analysis for demographic and personal variables influencing impostor syndrome (n = 32).

Step and Predictor Variable B SE B Beta R2 R2
Step 1:

Demographic Variables

 .04
First-Generation Studenta 2.48 6.17 .08
Ethnicityb 7.63 8.89 .16
Step 2:

Personal Variables

 .55 .52
Perfectionism .44 .10 .60***
Mental Health -1.54 .91 -.27
Self-Esteem -.71 .87 -.13
Diversity-Related Stressors .02 .09 .04
Note. *** p < .001

a Coded: 0 = yes, 1 = no

b Coded: 0 = Hispanic, Latino, Spanish origin, 1 = not Hispanic, Latino, Spanish origin

Qualitative Study

Transcripts underwent inductive content analysis. Individual transcripts were reviewed for relevant segments that were coded based on study aims. Coded segments were entered into an excel file, collapsed into categories, and finally into representative themes. Any quotations from participants used in the results and discussion were presented anonymously.

The participants reported experiencing impostor syndrome mostly at school, and in some cases, at work, particularly when put into leadership roles. Participants described impostor syndrome related to academic pursuits as feeling like they are “not good enough.” They also reported “feeling like [they] didn’t belong there,” especially in regard to science, technology, engineering, and mathematics (STEM) majors and the Honors College. One participant reported changing majors, and another reported dropping out of the Honors program altogether due to severe feelings of impostor syndrome. They both described that the feelings of impostor syndrome “didn’t allow [them] to continue” in either major or program.

Moreover, in both student and work roles, participants described having chronic, significant self-doubt and engaged in negative self-talk. In most cases, the participants’ family members, supervisors, and professors believed in the ability of the participant more than the participants believed in their own abilities. Some contributing factors to feelings of impostor syndrome, as reported by the participants, included being a first-generation college student, experiencing parental pressure to achieve, and competition with siblings. These contributing factors appeared to promote more negative self-talk, including statements like “I feel like I am not as smart as my siblings.”

When receiving awards and accolades, all participants reported discomfort and claimed feeling like “[they] didn’t deserve it” and “didn’t want to sound like [they] have a big ego.” One participant reported that she hides her awards under her bed rather than displaying them.

All participants described themselves as being kind, caring, and giving individuals with more introverted personality types and perfectionistic tendencies. Interestingly, despite their feelings of impostor syndrome, all participants also reported moderate to moderately high self-esteem.

Lastly, when asked whether their feelings of impostor syndrome progressed over the years, participants reported decreased feelings of impostor syndrome. They attributed their lessened feelings of impostor syndrome with increased self-assurance facilitated by faculty, therapists, and friends. Religious and spiritual faith also seemed to be a protective factor against feelings of impostor syndrome.

Discussion

Research investigating impostor syndrome and its manifestation and influence in underrepresented groups are often complex and inconclusive (Cokley et al., 2013; Cokley et al., 2017), especially when also considering more personal variables, such as perfectionism and self-esteem (Cusack et al., 2013; Ibrahim et al., 2020; Pannhausen et al., 2020; Rohrmann et al., 2016). This study investigated the potential relationship between impostor syndrome and diverse social identifiers such as race, ethnicity, and first-generation status, and how it manifests in the experience of impostor feelings. The study was also concerned with determining predictors of impostor syndrome. It was hypothesized that underrepresented and first-generation students would experience impostor syndrome more severely than majority and continuing-generation students as a product of interpersonal and environmental stressors that may come with identifying as a non-White race, being part of an ethnic group, or being a first-generation student. It was also hypothesized that those variables would serve as predictors of impostor syndrome. It was observed, however, that students experienced impostor syndrome similarly across the board, with no notable difference in the manner in which underrepresented and first-generation students experienced impostor syndrome. It was also observed that identifying as a non-White race, as part of an ethnic group, or as a first-generation student were not effective predictors of impostor syndrome. Instead, a significant positive relationship was found for impostor syndrome and perfectionism, and a significant negative relationship was found for impostor syndrome and self-esteem. As for predictors, only perfectionism was shown to be a significant predictor of impostor syndrome.

Correspondence with Prior Research

Aligned with prior research investigating the variables of perfectionism and self-esteem in relation to impostor syndrome, this study also found evidence of a significant positive relationship between impostor syndrome and perfectionism (Cusack et al., 2013; Pannhausen et al., 2020; Rohrmann et al., 2016). As for the variable of self-esteem, this study was able to find a significant negative correlation for impostor syndrome and self-esteem, which supports findings in some prior research (Pannhausen et al., 2020; Rohrmann et al., 2016), but opposes other studies that did not find a significant relationship between impostor syndrome and self-esteem (Cusack et al., 2013), or only found a significant relationship between self-esteem and a specific aspect of impostor syndrome rather than with the concept as a whole (Ibrahim et al., 2020).

As for the variables that yielded nonsignificant results, this study was unable to find a significant correlation between impostor syndrome and mental health that has previously been found in other studies (Cokley et al., 2013; Cusack et al., 2013). While other studies have revealed correlations between minority status stress and impostor syndrome (Cokley et al., 2013), as well as evidence of influences of impostor syndrome on ethnic minority students (Cokley et al., 2017), none of the findings in this study yielded significant correlations between impostor syndrome and race or impostor syndrome and ethnicity.

Considering the resulting themes of the qualitative interviews, the findings of this study resembled findings of prior qualitative studies (Ayesiga, 2022; Jackson et al., 2022). Primarily, feelings of invalidation and not belonging were echoed in the interviews in this study. However, themes involving race or ethnicity were not overarching themes. If mentioned, they were only mentioned briefly.

Potential Mechanisms

Although not a major focus of this study, perfectionism was found to be significantly, positively correlated with impostor syndrome. As the concept of impostor syndrome heavily focuses on aspects of inadequacy and incompetence, it is logical that perfectionism would be related to impostor syndrome. Whether as a means of compensating or as a means of disguising oneself, it is possible that people experiencing impostor syndrome will develop perfectionistic tendencies as a way of managing their impostor feelings. The opposite may be true as well. It may be that people who develop excessive perfectionistic tendencies succumb to feelings of impostor syndrome as a result of always needing everything to be perfect and the impossibility of a perfect outcome. Regardless, perfectionism is often one of the factors contributing to student success because of their self-discipline, attention to detail, and organizational qualities. Thus, perfectionism may perpetuate a cycle with impostor syndrome, where the higher the perfectionistic tendencies are, the more likely people are to become wary of their success, and the more fearful people are of being discovered as a fraud, the more they become perfectionists to presumably avoid being exposed.

Furthermore, perfectionism was also found to be an independent predictor of impostor syndrome. This suggests that higher perfectionistic tendencies may become maladaptive to the individual, and thus create significant dissatisfaction with the self, followed by feelings of unworthiness and insufficiency—both of which are significant aspects of impostor syndrome. As mentioned before, as perfectionism and perfectionistic tendencies are often contributors to student success, this also suggests that there may be an optimal level of perfectionism, and any higher than the optimal level may contribute to feelings of impostor syndrome and become detrimental to the individual.

Moreover, as impostor syndrome is conducive to negative feelings of the self, including feelings of unworthiness, it is almost intuitive that self-esteem would be negatively impacted, despite prior research not finding consistently significant correlations between impostor syndrome and self-esteem. However, this significant finding needs to be taken with a grain of salt. The scale used to measure the general mental health of the participants yielded a poor value of internal consistency in the study. As such, the validity of the significant finding is compromised and requires further evaluation.

Unexpected Results

It was expected that significant correlations between impostor syndrome and race, ethnicity, and first-generation status would occur, as well as some evidence that these variables can act as predictors of impostor syndrome. However, that was not the case. None of these variables yielded significant results. This may be for several reasons. Primarily, it is possible that the demographic composition of the sample was not diverse enough to detect any differences in impostor syndrome between races or ethnicities. As the sample of the quantitative data was 81.3% White (Table 1), it is highly likely that the sample lacked the representation it needed in order to find significant findings for factors of race and ethnicity. Not to mention, only 34.4% of the participants were first-generation students, and thus may have also affected the results of the study.

However, the participants in the qualitative study, all of whom were either or both Black and Hispanic, also placed little importance on the role of their race or ethnicity in its contribution to their feelings of impostor syndrome. As such, it is possible that the demographic composition of the University of Massachusetts Dartmouth affected the environmental stressors that come with identifying as a non-White race, as part of an ethnic group, or as a first-generation student, which then affected the results of the study. Prior research on these variables has been conducted with samples of students in predominately White universities with very little diversity, whereas the University of Massachusetts Dartmouth often prides itself on its diverse student body (UMass Dartmouth, 2023). As such, it is possible that the environment on campus does not produce feelings of hypervisibility in terms of race (Jackson et al., 2022) or perhaps students on campus do not face as many instances of discrimination relative to other students in predominately White universities (Cokley et al., 2013), which may neutralize factors of race, ethnicity, or first-generation status when considering variables related to impostor syndrome.

Furthermore, although general mental health was not a variable that was heavily focused on, it was expected that it would yield a significant, negative correlation with impostor syndrome. However, a nonsignificant correlation was found (Table 2), opposing previous research (Cokley et al., 2013; Cusack et al., 2013). This may be due to the poor internal consistency of the scale used ( = .25.) and the small sample size employed for the statistical analyses.

Limitations

As the current study was conducted with very small sample sizes, the samples are likely not representative of the larger population, and thus bring to question the results that would come from larger sample sizes. In addition to sample size, it is important to consider that the sample in the quantitative study was predominately White (81.3%; Table 1), which may have also skewed the results, as other races and ethnicities may not have been adequately represented. Moreover, the quantitative study was conducted via a survey online and the qualitative survey was conducted in person with the interviews recorded on Zoom. It is possible that the results of the study were skewed by self-report bias, as participants may be unwilling to report or be unaware of the true values of the variables the study was measuring. Correspondingly, the results may also be impacted by social desirability bias, in which the participants enhance the portrayal of themselves. Especially considering most of the sample in this study had moderate to intense feelings of impostor syndrome, it is not unlikely that they would skew their responses in order to keep up with appearances and not expose themselves as frauds, as is crucial to the experience of impostor syndrome.

Implications and Future Directions

The results of the current study suggest that perfectionism is both correlated and is an independent predictor of impostor syndrome, while other variables related to diversity, such as race, ethnicity, and first-generation status are not. Future studies should attempt to replicate this study using larger and more diverse sample sizes to reconsider the potential links between diversity-related variables and impostor syndrome. In addition, more research should be conducted on this almost unanimous correlation found between impostor syndrome and perfectionism, as perfectionism may be a viable path to understanding the mechanism of impostor syndrome and can even potentially be used to screen people for impostor syndrome. These studies may also be used to develop interventions that will decrease harmful perfectionistic tendencies and, in turn, hopefully decrease impostor feelings. Additionally, future researchers should also explore the long-term implications of these elevated levels of perfectionism and impostor syndrome.

 

References

Ayesiga, Y. T. (2022). “Do I even belong here?: An Examination of Impostor Phenomenon among First-generation College Seniors and the Perceived Factors that Contribute to Resilience and Persistence on the Journey to Graduation” (dissertation). ProQuest Dissertations Publishing, Ann Arbor, MI.

Bernard, D. L., Lige, Q. M., Willis, H. A., Sosoo, E. E., & Neblett, E. W. (2017). “Impostor Phenomenon and Mental Health: The influence of racial discrimination and gender.” Journal of Counseling Psychology, 64(2), 155–166. https://doi.org/10.1037/cou0000197

Berwick, D. M., Murphy, J. M., Goldman, P. A., Ware, J. E., Barsky, A. J., & Weinstein, M. C. (1991). “Performance of a Five-item Mental Health Screening Test.” Medical Care, 29(2), 169–176. https://doi.org/10.1097/00005650-199102000-00008

Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R. S., Cokley, K. O., & Hagg, H. K. (2019). “Prevalence, Predictors, and Treatment of Impostor Syndrome: A Systematic Review.” Journal of General Internal Medicine, 35(4), 1252–1275. https://doi.org/10.1007/s11606-019-05364-1

Clance, P. R., & Imes, S. A. (1978). “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention.” Psychotherapy: Theory, Research & Practice, 15(3), 241–247. https://doi.org/10.1037/h0086006

Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). “An Examination of the Impact of Minority Status Stress and Impostor Feelings on the Mental Health of Diverse Ethnic Minority College Students.” Journal of Multicultural Counseling and Development, 41(2), 82–95. https://doi.org/10.1002/j.2161-1912.2013.00029.x

Cokley, K., Smith, L., Bernard, D., Hurst, A., Jackson, S., Stone, S., Awosogba, O., Saucer, C., Bailey, M., & Roberts, D. (2017). “Impostor Deelings as a Moderator and Mediator of the Relationship between Perceived Discrimination and Mental Health among Racial/ethnic Minority College Students.” Journal of Counseling Psychology, 64(2), 141–154. https://doi.org/10.1037/cou0000198

Cusack, C. E., Hughes, J. L., & Nuhu, N. (2013). “Connecting Gender and Mental Health to Imposter Phenomenon Feelings.” Psi Chi Journal of Psychological Research, 18(2), 74–81. https://doi.org/10.24839/2164-8204.jn18.2.74

Dartmouth, University of Massachusetts. (2023). Fast facts. UMass Dartmouth. https://www.umassd.edu/about/facts/

Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). “The Dimensions of Perfectionism.” Cognitive Therapy and Research, 14(5), 449–468. https://doi.org/10.1007/bf01172967

Greer, T. M., & Chwalisz, K. (2007). “Minority-related Stressors and Coping Processes among African American College Students.” Journal of College Student Development, 48(4), 388–404. https://doi.org/10.1353/csd.2007.0037

Holmes, S. W., Kertay, L., Adamson, L. B., Holland, C. L., & Clance, P. R. (1993). “Measuring the Impostor Phenomenon: A Comparison of Clance’s IP Scale and Harvey’s I-P Scale.” Journal of Personality Assessment, 60(1), 48–59. https://doi.org/10.1207/s15327752jpa6001_3

Ibrahim, F., Münscher, J.-C., & Herzberg, P. Y. (2020). “The Facets of an Impostor – Development and Validation of the Impostor-profile (IPP31) for Measuring Impostor Phenomenon.” Current Psychology, 41(6), 3916–3927. https://doi.org/10.1007/s12144-020-00895-x

Jackson, A., Colson-Fearon, B., & Versey, H. S. (2022). “Managing Intersectional Invisibility and Hypervisibility during the Transition to College among First-generation Women of Color.” Psychology of Women Quarterly, 46(3), 354–371. https://doi.org/10.1177/03616843221106087

Moyer, L. P., Szmer, J., Haire, S., & Christensen, R. K. (2021). “‘All eyes are on you’: Gender, Race, and Opinion Writing on the US Courts of Appeals.” Law & Society Review, 55(3), 452–472. https://doi.org/10.1111/lasr.12559

Nearchou, F., D’Alton, P., Donnelly, A., O’Driscoll, L., O’Flanagan, S., & Kirby, B. (2019). “Validation and Psychometric Evaluation of a Brief Screening Questionnaire for Psychological Distress in Patients with Psoriasis.” Journal of the European Academy of Dermatology and Venereology, 33(7), 1325–1330. https://doi.org/10.1111/jdv.15612

Pannhausen, S., Klug, K., & Rohrmann, S. (2020). “Never Good Enough: The Relation between the Impostor Phenomenon and Multidimensional Perfectionism.” Current Psychology, 41(2), 888–901. https://doi.org/10.1007/s12144-020-00613-7

Rivera, N., Feldman, E. A., Augustin, D. A., Caceres, W., Gans, H. A., & Blankenburg, R. (2021). “Do I belong Here? Confronting Imposter Syndrome at an Individual, Peer, and Institutional Level in Health Professionals.” MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.11166

Rohrmann, S., Bechtoldt, M. N., & Leonhardt, M. (2016). “Validation of the Impostor Phenomenon Among Managers.” Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00821

Rosenberg, M. (1965). Society and the Adolescent Self-Image. https://doi.org/10.1515/9781400876136

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The Art of Hearing Data (3rd ed.). SAGE Publications.

Sandelowski, M. (2000). “Whatever Happened to Qualitative Description?” Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240x(200008)23:4&lt;334::aid-nur9>3.0.co;2-g

Smedley, B. D., Myers, H. F., & Harrell, S. P. (1993). “Minority-status Stresses and the College Adjustment of Ethnic Minority Freshmen.” The Journal of Higher Education, 64(4), 434. https://doi.org/10.2307/2960051

von Collani, G., & Herzberg, P. Y. (2003). “Eine revidierte Fassung der deutschsprachigen skala zum selbstwertgefühl von rosenberg.” Zeitschrift Für Differentielle Und Diagnostische Psychologie, 24(1), 3–7. https://doi.org/10.1024//0170-1789.24.1.3

 

Appendix A

 

 

Appendix B

RESEARCH IN PSYCHOLOGY

Leave a comment

Physiological Markers of the Aha! Experience 

By Sadye Marie Clark

 

Introduction

Problem-solving is a fundamental aspect of human cognition, with insight problem-solving representing a unique and intriguing phenomenon characterized by sudden, seemingly effortless solutions. The pivotal moment of resolution, often referred to as the “Aha! experience,” marks the distinction between insight and non-insight problem-solving approaches. While previous research has predominantly relied on self-report measures to explore the Aha! experience, this study aims to complement existing literature by investigating physiological markers, specifically changes in heart rate, associated with insight problem-solving.

Objectives

Specifically, my advisor, Dr. Trina Kershaw, and I are:

  1. Investigating the role of heart rate dynamics in discerning between genuine insight, false insight, and non-insight problem-solving processes.
  2. Exploring the emotional dimensions of the Aha! experience and their relationship with average heart rate.
  3. Enhancing our understanding of insight problem-solving by integrating physiological and emotional perspectives.

Background and Significance

Insight problem-solving, characterized by sudden, unexpected solutions, stands in contrast to non-insight problem-solving, which typically involves incremental, step-by-step approaches. The Aha! experience serves as a defining criterion for identifying insight solutions, encompassing dimensions such as pleasure, surprise, relief, and certainty. Previous research has highlighted the neural underpinnings of insight and the challenges associated with self-report measures in capturing the multidimensional nature of the Aha! experience. To address these gaps, this study aims to leverage physiological measures, specifically heart rate changes, to provide a deeper understanding of insight problem-solving.

Research Method

This study utilizes a mixed-methods approach, combining physiological measurements of heart rate with self-reported emotional ratings. Participants solve Compound Remote Associates (CRA) problems (word problems) while their heart rate is monitored using BIOPAC technology. Self-reported emotional experiences are assessed using scales developed by Danek and Wiley (2017).

Research Protocol

Participants are asked to complete prescreening surveys to determine eligibility and undergo individual testing sessions in a laboratory setting. Heart rate is then measured using BIOPAC technology, and participants solve word problems while providing self-reported emotional ratings. Electrodes are placed on the participant to measure ECG (electrocardiogram) activity. After completing six practice trials, baseline heart rate is collected. After the baseline, participants complete an additional 30 CRA problem trials. If they believe they solved a problem, they are asked to rate their emotional experiences.

Sadye Marie Clark at work, collecting heart rate and problem-solving data in the lab

Current Project Status

Prior to data collection, I had to learn to program my study in E-Prime, a software program for running psychological experiments, and learn how to use BIOPAC, a hardware and software system for collecting physiological data. After several months of development, this study is presently underway, actively collecting data from participants. Upon reaching a sufficient sample size, the collected data will undergo thorough analysis. We will be gathering specific data for each problem rather than aggregating data per participant. We expect that there will be differences in heart rate prior to solution depending on if a person solves a problem in an incremental way vs. if they have an Aha! experience.

Support from the OUR

Thanks to the OUR, I was able to compensate study participants. My experience with applying for an OUR research grant encouraged me to seek additional funding. I received a research grant from Psi Chi, the International Honor Society in Psychology, to further support my research. Throughout this project, I have encountered numerous challenges and triumphs that have shaped both my methodology and understanding of human behavior. From designing comprehensive experimental protocols to navigating the complexities of ethical considerations, every step has been a learning opportunity. I have honed my skills in data collection through hands-on involvement and fostered a deep appreciation for human cognition and emotion. Collaborating with diverse teams of researchers has broadened my perspective and enriched the depth of my investigations. Without the support of the OUR, Dr. Trina Kershaw, Dr. Heloisa Alves, and Dr. Robin Arkerson, this project would not have been possible. Thank you. Despite encountering obstacles such as participant recruitment difficulties and unforeseen logistical hurdles, my dedication to advancing psychological knowledge remains steadfast, and I am eagerly anticipating this study’s continuation.

RESEARCH IN ENGLISH AND COMMUNICATION

Leave a comment

“The Burden of History and Narratives of Resilience: Inheritance and Trauma in Octavia E. Butler’s Kindred.”

By Jasmine Mattey

I had the incredible opportunity to present my research at the NeMLA (Northeast Modern Language Association) Conference in Boston, MA, an experience made possible through the generous support of the Office of Undergraduate Research Travel Award. The conference served as a platform for me to share insights from my Senior Capstone Paper titled “The Burden of History and Narratives of Resilience: Inheritance and Trauma in Octavia E. Butler’s Kindred.”

My presentation delved into Butler’s exploration of intergenerational trauma rooted in the legacy of enslavement. I argue that Butler leverages the idea of inheritance to explore trauma’s enduring impact on Black individuals and communities. The transformative power of personal and collective storytelling lies at the heart of Butler’s narrative. Through the characters in Kindred, Butler illustrates diverse reactions to the weight of inherited trauma, emphasizing the role of narratives as sources of resilience and empowerment. I highlight how the act of storytelling, both individually and communally, serves as a catalyst for breaking the cycle of generational trauma.

Jasmine Mattey next to her poster at the NEMLA conference.

Presenting at the convention was an amazing experience. I had the opportunity to discuss my research with peers, graduate students, and faculty members. These interactions helped me refine my arguments and provided invaluable insights, perspectives, and feedback on how to strengthen my work.

Moreover, the conference provided a platform for networking with academic presses. I seized this opportunity to connect with publishers, hoping to establish lasting relationships that could facilitate my entry into the world of publishing post-graduation.

I am immensely grateful for the support extended to me by the Office of Undergraduate Research, the College of Arts and Sciences, and the English Department. Since I had to make the trip to Boston from New Jersey, this experience would not have been possible without their assistance. Additionally, I am forever grateful to Dr. Evans and Dr. Arora for their unwavering guidance and support throughout my academic journey.

RESEARCH IN CHEMISTRY AND BIOCHEMISTRY

Leave a comment

Synthesis of Isatisindigoticanine G and its Analogues for Candida auris inhibition

By Kerolos Markos

OBJECTIVE: 

The objective of this research is to develop novel inhibitors for Candida auris based on quinazolinone natural product. This would require developing a novel and efficient synthetic method for the synthesis of pyrido quinazoline natural product and its analogues for screening. We propose to develop a modular approach for the same from piperidones.

LAB WORK:

1. Working with Methyl piperidone

Fig. 1.1 — Methyl piperidone with indole.

In this experiment I set up a table as follows:

Vol. (ml)  Mass (g)  Molar Mass (g/mol) Density

(g/ml)

 Moles Eq. Moles
Indole – 3 g 117.15 – 0.0256 1
Methyl piperidone 2.96 ml 2.898 g 113.16 0.98 0.0256 1
Reagent 2.1 ml 1.82 g 71.11 0.866 0.0256 1

Table 1.2 shows the reactant used in the experiments.

Synthesis of 3-(1-methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole: A solution of 1H-indole, 1-methylpiperidone, pyrrolidine in ethanol (30 mL) was refluxed for an additional 24 hours. The reaction was brought to room temperature, then cooled to 0C, stirred for 30 minutes. The solid was filtered, washed with cold ethanol (2×15 mL), and dried under high vacuum to obtain the title compound as a white solid t as shown in figure 1.3. Total mass is 1.3607 g.

 

 

 

 

 

 

 

Fig. 1.3 — White Solid Obtained.

H-NMR was conducted to the white solid using DMSO as a solvent (figure 1.4).

Fig. 1.4 — H-NMR for 1-methyl-1,2,3,6-tetrahydropyridin-4-yl

2. Adding N-Phenylmaleimide

Mass Molar Mass Moles
3-(1-methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole 1 g 212.29 g/mol 0.0047
N- phenylmaleimide 0.8157 g 0.8157 g 0.0047

Table 2.1 — Reactant for the Experiment.

Fig. 2.2 — Reaction Scheme.

Synthesis of 5-methyl-2-phenyl-5,6,7, 12-tetrahydropyrido[3,4-c]pyrrolo[3,4-a]carbazole-1,3(2H,4H)-dione: A solution of 3-(1 -methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole, N- phenylmaleimide in toluene (10 mL) was refluxed for additional 16 hours. The reaction was brought to room temperature, then the solid was filtered, washed with cold methanol (15 mL) and dried under high vacuum to obtain the title compound as a red solid t as shown in figure 2.3. Total mass is 1.745 g.

The product got purified again by using 50%/50% hexane and ethyl acetate as a solution and added the red solid to the solution. We started boiling the solution and then let it cool on room temperature for 5 days. Then obtained the crystals again.

 

 

 

 

 

 

 

Fig. 2.3 — Red Solid Obtained.

H-NMR was conducted to the red solid using CDCl4 as a solvent (figure 2.4).

Figure 2.4 HNMR for the 5-methyl-2-phenyl-5,6,7, 12-tetrahydropyrido[3,4-c]pyrrolo[3,4-a]carbazole-1,3(2H,4H)-dione

3. Using 2,4-Piperidinedione

We started doing the same experiments as in 1 and 2 using 2,4-piperidinedione instead of methyl piperidone.

Mass Molecular Weight Moles
2,4-piperidinedione 1 g 113.11 g/mol 0.00884
Indole 1.0356 g 117.15 g/mol 0.00884

Table 3.1 — Reactant for the Experiment.

A solution of 2,4-piperidinedione in methanol (20 mL) was refluxed for an additional 24 hours. The reaction was brought to room temperature.

Fig. 3.2 — Reaction Scheme.

Doing TLC for the product by adding the product liquid into air vacuum, after 15 minutes it turned into solid. Then add Na2CO3, H2O then ethyl acetate in test tube; the top layer (the organic layer) was isolated and added to the TLC plate. The TLC plate was put in a solution of 100% ethyl acetate for 1 minute and then observed under UV light.

 

 

 

 

 

 

 

 

Fig. 3.3 — TLC Plate.

Unfortunately, the 2,4 piperidinedione as a reactant didn’t get involved in the reaction because the initial spot didn’t move.

Another experiment was conducted using 2,4 piperidinedione and isatoic acid but unfortunately we didn’t have enough time because of the finals.

EXCITING PUBLICATION AWARD NEWS FROM BIOLOGY

Leave a comment

Congratulations to the winners of the 2022 Journal of Zoology “Paper of the Year” award: Alyssa Giordano, Louis Hunninck and Michael Sheriff.

Their paper, “Prey Responses to Predation Risk under Chronic Road Noise,” addresses the increasingly significant issue for wildlife today, anthropogenic noise, through an experiment that tested for differences in foraging and vigilance behavior of small mammals when exposed to either predation risk or road noise alone, or predation risk concurrent with road noise. With its innovative design, this is one of the first studies to concurrently examine the effects of road noise and predation risk on free-living prey, and the results of their study are fascinating.

The link to the paper can be found here: https://zslpublications.onlinelibrary.wiley.com/doi/epdf/10.1111/jzo.12968

The lead author on the paper, Alyssa Giordano, graduated with a B.S. in Marine Biology in 2021. This work was done under the supervision and mentorship of Michael Sheriff, Associate Professor of Biology at UMassD. During her time at UMassD, Alyssa had funding support from the Office of Undergraduate Research (OUR) and presented her work at the 2021 UMass Undergraduate Research Conference (Mass URC).

Kudos to Alyssa, and her co-authors!