References of "Rivas, Salvador 50002941"
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See detailA Blind Item-Review Process as a Method to Investigate Item Characteristics in Measuring Diverse Populations
Dogan, Enis; Rivas, Salvador UL

Scientific Conference (2012, April 15)

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See detailImproving Admission Decisions for a Teacher Training Program: The Case of a Multilingual and Multicultural Environment
Rivas, Salvador UL

Scientific Conference (2012, April 13)

Higher education institutions across the world use a combination of previous grades along with scores on verbal and quantitative aptitude tests in making admissions decisions for their various academic ... [more ▼]

Higher education institutions across the world use a combination of previous grades along with scores on verbal and quantitative aptitude tests in making admissions decisions for their various academic programs. Recent work suggests there are several additional factors that would likely add to the predictive validity of the admissions system, and be more fair to candidates (Harackiewicz et. al, 2002). These include measures of personality, creativity, situational judgment, critical thinking, and others (Kyllonen, 2005). Consequently, over the past several years, numerous programs in the U.S. and elsewhere have experimented with potential alternative or supplementary predictors (Peeters and Lievens, 2005; Kyllonen, 2008). The University of Luxembourg, in particular the Bachelor of Science in Education (BScE) program, will contribute to this debate by exploring and validating alternative/supplementary measures of social competency – in this case measures that gauge the potential for college success and capacity for effective teaching. Our study seeks to identify valid and reliable indicators of not only future academic success in the BScE program, but also of becoming an effective primary school teacher. Overall the goal of our project is: a) to consider what it means to be successful in school and as a teacher (and the measurement of these successful outcomes); b) to identify the most important constructs that will predict success in the BScE program; c) to examine alternative measures of these constructs with respect to psychometric properties, administrative and logistical concerns, and user acceptance, and d) to conduct a validity study examining the predictive validity of various candidate new measures in predicting successful outcomes. To accomplish this we use a sample of BScE program candidates that took a newly revised admissions exam in the summer of 2011, designed to measure both cognitive and noncognitive attributes. The composition of these candidates was made up of self-selected/self-motivated persons seeking admission to the BScE program, whose main objective is to train and prepare future primary school teachers. On average the BScE program receives yearly approximately 400 registration applications, of which about 300 complete the exam. The average age tends to be between 19 and 20 years; it is approximately 70% female; comes mostly from the classique (nearly 70%) and the technique (25%) academic tracks; and over 90% of the candidates are of Luxembourgish nationality. The noncognitive section of the exam measured basic socio-demographic characteristics and a host of social competencies ranging from personality, time management, team-work, individual adaptability, conscientiousness, teaching self-efficacy, and other attitudes and beliefs. Because some these measures are new in the multilingual context of Luxembourg, they had to be translated from English into French and German; thus requiring further investigation to establish their reliability and validity as predictors of future performance. With that in mind, this paper will report our findings investigating the psychometric and other statistical properties of our noncognitive measures. Moreover, we will report how these measures help profile successful students relative to two important validation criteria – their course grades and in-classroom teaching evaluations – measures of college success and effective teaching. [less ▲]

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See detailPopulation Change and Changing Educational Attainment of Ethnic Groups in the United States, 1980-2000
Wilson, Franklin; Rebhun, Uzi; Rivas, Salvador UL

in Population Research and Policy Review (2011), 30(4), 639-659

This study assesses the effect of population change on decade changes in the educational attainments of country of origin populations in the United States. Our data are derived from decennial censuses ... [more ▼]

This study assesses the effect of population change on decade changes in the educational attainments of country of origin populations in the United States. Our data are derived from decennial censuses, NLMS, the World Bank, and INS. We find that changes in the share of country of origin populations with one or more years of post-secondary schooling are associated with selected components of population change during the 1980–1990 and 1990–2000 decades. The specific components include survivors during the decade, in-migration, and emigration of the foreign-born. Likewise, intra-generational mobility is found to be an important determinant of changes in educational attainment. The discussion addresses limitations of the data and suggests directions for future research as well as policy implications. [less ▲]

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See detailToward a Revised Socioeconomic Index using the American Community Survey, 2000-2006
Rivas, Salvador UL; Hauser, Robert; Chang, Vicky

Poster (2011, April 13)

This report presents the application of a new set of socioeconomic indexes (SEIs) of occupations developed using the American Community Survey (ACS). In these analyses, the new SEIs are used to ... [more ▼]

This report presents the application of a new set of socioeconomic indexes (SEIs) of occupations developed using the American Community Survey (ACS). In these analyses, the new SEIs are used to characterize the socioeconomic standings of household heads and spouses associated with samples of children age 6-18 years. These children were extracted from two independent sources: the pooled 2000-2005 October Current Population Survey (CPS) and the 2005 ACS. We compared the new measures with the 1990-based measures from Hauser and Warren (1997) by performing correlation and regression analyses on the sample data to examine the relationships among three status-attainment variables -- education, occupation and income. Since the development of Duncan’s SEI (1961) for measuring the occupational attainment of individuals, subsequent measures have been updated not only to improve the validity of the measure but also to accommodate changes in the way occupation has been measured and classified. SEIs provide researchers with succinct and reliable measures for summarizing individuals’ or households’ positions in the socioeconomic hierarchy. With growing complexity and details in the new occupation classification system, many categories in the 2000 Census occupation codes, for example, cannot find their counterparts in the previous listings and thus the SEI is due for another update. The analyses presented in this report serve as a “test-drive” for the new SEIs. The results from our preliminary analyses indicate that despite the fact that the two pairs of occupational measures are not in the exact same metric, they behave very similarly in terms of their dependence on educational attainment, explanatory power on various earning and income measures and differentials across gender and race-ethnicity groups. [less ▲]

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See detailDeciphering Socioeconomic Status: Understanding the Association Between SES and Student Background Variables in the National Assessment of Educational Progress
Ogut, Burhan; Rivas, Salvador UL

Scientific Conference (2011, April 08)

National Assessment of Educational Progress uses proxies of socioeconomic status when reporting results by key groups. In order to examine the validity of these proxy variables, current study uses a ... [more ▼]

National Assessment of Educational Progress uses proxies of socioeconomic status when reporting results by key groups. In order to examine the validity of these proxy variables, current study uses a special sample of around 1300 students who took both NAEP and ECLS-K grade eight reading assessments. These students answered the background questionnaire in both assessments. In addition, ECLS-K also collected information from parents about their socioeconomic status. Therefore, measures of socioeconomic status found in ECLS-K were used to evaluate and understand the associations among SES and other proxy measures of SES found in NAEP. Results of this study allow for the evaluation of variables collected in NAEP to measure SES against parent-reported SES collected in ECLS-K. [less ▲]

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See detailLooking to the Past, to help the Future: Using Retired NAEP Variables to Improve ELL Identification
Rivas, Salvador UL; Walton, Ebony; Abend, Molly

Scientific Conference (2010, April)

Growing interest in the U.S. immigrant population and subsequent generations, particularly as it relates to student performance and educational opportunity, necessitates a clear understanding of how well ... [more ▼]

Growing interest in the U.S. immigrant population and subsequent generations, particularly as it relates to student performance and educational opportunity, necessitates a clear understanding of how well foreign-born, and often non-native-English-speaking, students are performing academically on the National Assessment of Educational Progress (NAEP). NAEP reports on this population using an English Language Learner (ELL) classification status, a variable that is collected and reported independently by jurisdiction, which might differentially capture and describe members of this group based on idiosyncratic criteria. To assess the extent to which this occurs, we use two additional variables – Length of Residence in the U.S. and Language Use at Home – that have been collected in the past by NAEP to inspect and validate ELL-status. As of 2003, however, NAEP only collects one of these: how often the child reports a language other than English being spoken at home.1 NAEP data show that ELL students perform less well than non-ELL students; moreover, on average students who have not lived in the U.S. all their lives or students who live in households where a language other than English is spoken do not perform as well as their counterparts. While the three variables are undoubtedly associated, it is not clear how or to what extent they are related to each other in the context of NAEP scores. Thus, we investigate the comparability of Length of Residence in the US (LRUS)2 and Language Use at Home (LUH)3 in relation to NAEP mathematics achievement scores, net of ELL-status, while controlling for other important factors. [less ▲]

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See detailDigital inequality among U.S. Latinos: What do we know? What do we want to know?
Rivas, Salvador UL

in Williams, Kate (Ed.) Understanding and Implementing Local Community Use of Information Technology (2008, March 28)

Chapter discredits the idea that most Americans are online, pointing out that African Americans and Latinos are 1/3 as likely to have a computer at home, are less employed so less online at work, and ... [more ▼]

Chapter discredits the idea that most Americans are online, pointing out that African Americans and Latinos are 1/3 as likely to have a computer at home, are less employed so less online at work, and Latino immigrants may not be aware of community resources like public access computers at the library. The chapter also describes past and present ideas as to why this difference persists. [less ▲]

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See detailCognitive Ability and Internet Use Among Older Adults
Freese, Jeremy; Rivas, Salvador UL; Hargittai, Eszter

in Poetics (2006), 34(4-5), 236-249

While previous work has found cognitive ability to be strongly associated with whether older adults use the Internet, we consider whether cognitive ability also differentiates basic aspects of use. Four ... [more ▼]

While previous work has found cognitive ability to be strongly associated with whether older adults use the Internet, we consider whether cognitive ability also differentiates basic aspects of use. Four measures of use are considered: having high-speed access, length of time since initial household adoption, self-reported time using the Internet, and whether any of the respondent's Internet use involves the Web in addition to e-mail. In all cases, we find associations with cognitive ability, although effects are sometimes mediated to nonsignificance by subsequent attainments, especially education. Given how central social support is to discussions of older adults navigating the Internet, we look also at reports of the availability of such support, and we find that cognition is positively related to respondents having someone available to help them with Internet problems. Taken together, our results suggest strongly that the already cognitively advantaged are much better positioned to reap the potential benefits of online tools to help older adults navigate social benefits and make complicated decisions. [less ▲]

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See detailAnalfabetismo Cibernético: Una Nueva Dimensión de la Desigualdad Social en Latinoamérica
Rivas, Salvador UL; Brenes, Gilbert; Pérez Amador, Julieta

Scientific Conference (2006, September)

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See detailCognitive Skills and Internet Use among Older Adults
Freese, Jeremy; Rivas, Salvador UL; Hargittai, Eszter

Scientific Conference (2006, August)

Detailed reference viewed: 44 (0 UL)
See detailIncome and Digital Inequalities in the United States
Rivas, Salvador UL; Freese, Jeremy

Presentation (2006, June)

Detailed reference viewed: 45 (1 UL)
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See detailFamily and Work: Immigrant Self-employment Among Latin American and Asian Immigrants in the U. S. in 2000
Pedraza, Silvia; Rivas, Salvador UL

Scientific Conference (2005, August)

Detailed reference viewed: 42 (1 UL)
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See detailExploring the Divide in the Digital Divide: The Effect of Race/Ethnicity on Computer Ownership in United States, 1984–2003
Rivas, Salvador UL

Poster (2005, April)

Previous studies that describe the existence and dimensions of the digital divide call attention to the potential negative consequences of not having access to a computer and not being online. Missing ... [more ▼]

Previous studies that describe the existence and dimensions of the digital divide call attention to the potential negative consequences of not having access to a computer and not being online. Missing from these studies, however, is a more thorough investigation of how the effect of race/ethnicity on computer ownership is mediated by associated factors and how these effects have changed across time. The current study attempts to fill these gaps. Using Current Population Survey data, from 1984 to 2003, I estimate a series of logistic regression models on computer ownership at the household level. After controlling for demographic, household composition, and socioeconomic variables, the gap between Black and Hispanic households in relation to White households remains statistically significant. For Asian households, the racial effect is explained by the variables in the models. The implications of these findings are discussed and suggestions are made for future research. [less ▲]

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See detailCognition, Personality, and the Sociology of Response to Social Change: The Case of Internet Adoption
Freese, Jeremy; Rivas, Salvador UL

Scientific Conference (2005)

Detailed reference viewed: 41 (0 UL)
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See detailVirtual Selves and Web Surveys
Manfreda, Katja; Couper, Mick; Vohar, Mateja et al

in Metodološki zvezki (2002), 18

With rapid transfer of many forms of social inquiry through structured questionnaires to the Web it is increasingly important to explore whether the Web is indeed a ‘socially neutral’ research tool as ... [more ▼]

With rapid transfer of many forms of social inquiry through structured questionnaires to the Web it is increasingly important to explore whether the Web is indeed a ‘socially neutral’ research tool as many believe. Because of the graphical and interactive nature of the Web and the context of global environment, social desirability effects in Web surveys may be different from with other self-administered methods, which usually reduce them. In addition, increased use of interactive services, such as multiple user domains, interactive chat rooms and interactive online games encourages widespread adoption of ‘virtual personas’ on the Web. It is thus important to explore how participation in such interactive services may mitigate potential benefits of the Web for social research. Our research explores whether those who are frequent participants in so-called ‘alternate realities’ on the Web are more likely to present their ‘virtual personas’ or their ‘real selves’ when answering questions in Web surveys. Users of interactive services are identified in a large national Web survey of Internet users in Slovenia within the project RIS (http://www.ris.org) at the Faculty of Social Sciences, University of Ljubljana. They are asked a variety of questions relating to self-image that are known to be subject to social desirability bias. At the end of the survey they are asked for their telephone number. A random sample of respondents from the population of non-users of interactive services is also selected. Both groups are then administered a telephone survey, with the key self-presentation and social desirability items replicated. We then compare the responses to the telephone survey with those provided in the Web survey. Our hypothesis is that those who are regular participants in interactive services are more likely to present themselves in a different light on the Web than on the telephone, relative to the non-user group. [less ▲]

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See detailEthnic Enterprise: Self-Employment among Latin American and Asian Immigrants
Pedraza, Silvia; Rivas, Salvador UL

Scientific Conference (1999, August)

Detailed reference viewed: 42 (1 UL)