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Yetilu De Baessa

It is important to identify stereotypes about indigenous people because those stereotypes influence prejudice and discrimination, both obstacles to social justice and universal human rights. The purpose of the current study was to... more
It is important to identify stereotypes about indigenous people because those stereotypes influence prejudice and discrimination, both obstacles to social justice and universal human rights. The purpose of the current study was to document the stereotypes, as held by Guatemalan adolescents, of indigenous Maya people (e.g., Maya) and nonindigenous Ladinos in Guatemala (the 2 main ethnic groups in Guatemala). Guatemalan adolescents (N = 465; 38.3% female; Mage = 14.51 years; SDage = 1.81 years) provided drawings and written characteristics about indigenous Maya and nonindigenous Ladino people, which were then coded for patterns in the data. These patterns included negative stereotypes, such as the Maya being lazy and Ladina women being weak; and positive stereotypes, such as the Maya being caring and warm and Ladino men being successful. There were also interactions between the participants' own gender and ethnicity and how they depicted the target they were assigned. For example,...
Children's development of ethnic perspective-taking ability (EPTA) was evaluated across 2 samples. It was hypothesized that the EPTA construct would be related to ethnic cognitions (e.g., ethnic knowledge, ethnic... more
Children's development of ethnic perspective-taking ability (EPTA) was evaluated across 2 samples. It was hypothesized that the EPTA construct would be related to ethnic cognitions (e.g., ethnic knowledge, ethnic self-identification) and nonethnic cognition (i.e., social cognition) and that there would be variance in the EPTA construct distinct from a closely related form of social perspective-taking ability (SPTA). In Sample 1, 2nd- and 6th-grade Latino children (i.e., children of Mexican descent in the United States) were administered interview measures of EPTA and SPTA and a questionnaire assessment of ethnic knowledge. The participants in Sample 2 were Guatemalan Ladinos, who are Spanish-speaking children generally of European descent and who represent a numerical minority (10%) in the region (Quiché) of Guatemala sampled but whose culture tends to be dominant politically, economically, and linguistically. Ladinos from Grades 2-6 were administered EPTA and SPTA interviews as well as prejudice and ethnic self-identification measures. Collectively, results from these 2 samples provide support for the potential usefulness of this construct: EPTA was significantly associated with SPTA across both samples, even after variance associated with developmental level was controlled, and EPTA uniquely predicted ethnic knowledge and ethnic self-identification scores in the U.S. and Guatemalan samples, respectively.
Recently there has been a series of technological innovations to improve education. Educational systems have been incorporating progressively those innovations in order to enhance and make more motivating the learning experience. This... more
Recently there has been a series of technological innovations to improve education. Educational systems have been incorporating progressively those innovations in order to enhance and make more motivating the learning experience. This paper presents the preliminary effects of CEREBREX (Lemus, Ajin & Pinto, 2014), a serious educational videogame. This video game was tested for the first time in sixth grade in a private school in Guatemala City. The children in one group were encouraged to play for ten weeks, and the control group received only their regular mathematics class. The results showed there was an increase in Mathematics highly significant, between pre and post test in the group using CEREBREX. However, in the control group there was no such increment.
Children's development of ethnic perspective-taking ability (EPTA) was evaluated across 2 samples. It was hypothesized that the EPTA construct would be related to ethnic cognitions (e.g., ethnic knowledge, ethnic... more
Children's development of ethnic perspective-taking ability (EPTA) was evaluated across 2 samples. It was hypothesized that the EPTA construct would be related to ethnic cognitions (e.g., ethnic knowledge, ethnic self-identification) and nonethnic cognition (i.e., social cognition) and that there would be variance in the EPTA construct distinct from a closely related form of social perspective-taking ability (SPTA). In Sample 1, 2nd- and 6th-grade Latino children (i.e., children of Mexican descent in the United States) were administered interview measures of EPTA and SPTA and a questionnaire assessment of ethnic knowledge. The participants in Sample 2 were Guatemalan Ladinos, who are Spanish-speaking children generally of European descent and who represent a numerical minority (10%) in the region (Quiché) of Guatemala sampled but whose culture tends to be dominant politically, economically, and linguistically. Ladinos from Grades 2-6 were administered EPTA and SPTA interviews as well as prejudice and ethnic self-identification measures. Collectively, results from these 2 samples provide support for the potential usefulness of this construct: EPTA was significantly associated with SPTA across both samples, even after variance associated with developmental level was controlled, and EPTA uniquely predicted ethnic knowledge and ethnic self-identification scores in the U.S. and Guatemalan samples, respectively.
The purpose of this study was to examine the influence of Mayan education on the academic achievement of Indian and Ladino middle school students (N = 353) in Guatemala. This study also examined changes in ethnic identity achievement and... more
The purpose of this study was to examine the influence of Mayan education on the academic achievement of Indian and Ladino middle school students (N = 353) in Guatemala. This study also examined changes in ethnic identity achievement and the effects of changes in ethnic identity achievement on gains in self-esteem and other-group attitudes. Superior gains in academic skills for both Ladino and Indian students attending Mayan schools were found. The results also suggested that those students who increased their ethnic identity scores during their first year of middle school also increased their other-group attitudes. These results are discussed in terms of the benefits of Mayan education and ethnic identity achievement for both Indian and Ladino students.
This paper reports the physical growth and body composition from the first year of longitudinal study of 519 Guatemalan children, and their families, from a disadvantaged urban community consisting largely of refugees of the 1976... more
This paper reports the physical growth and body composition from the first year of longitudinal study of 519 Guatemalan children, and their families, from a disadvantaged urban community consisting largely of refugees of the 1976 earthquake. Four cohorts are described, composed of children of 1,3,5, and 7 years at examination. The children are smaller, weigh less, and have reduced fat stores compared either to NCHS reference data or to upper SES Guatemalan children. Stature (or length) and head circumference deviate more from reference data than do triceps or upper arm muscle circumference. Greater deviations are found in the linear dimensions of males than of females. These children are the smallest yet described from Guatemala City, though they are slightly larger than available rural samples. This suggests a continuum of environmental effects acting upon the growth of children of differing socioeconomic levels.