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Hanwen Zhang is an academic editor at the Stanford Center on China’s Economy and Institutions. He grew up in Shanghai, China and graduated in 2024 with a B.A. in Sociology and Psychology from Middlebury College, where he studied public beliefs and decision-making about inequality. While at SCCEI, Hanwen will be working with the Rural Education Action Program and hopes to use his cross-cultural background to build a community for scholars.

Academic Editor, Rural Education Action Program
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Rural girls in China stay in school longer than boys and outperform them in many subjects. This gender gap suggests analogous disparities in early childhood development, a key factor in later educational outcomes. This study examines gender disparities in social-emotional development among 1,301 children aged 18–30 months in rural China. Results indicate that male children trail their female counterparts by 0.18 SD on average on the scale of standardized ASQ:SE score. A large share of the difference is driven by the bottom 10 % of children, where the magnitude of the gender gap (0.34 SD) is 1.9 times larger than at the median (0.19 SD). Demographic characteristics are uncorrelated with the gender gap in heterogeneity analysis, suggesting that the mechanisms underlying observed gender disparities are similar across rural Chinese households.

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Children and Youth Services Review
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Alexis Medina
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To examine the association between electronic media exposure and parental language input, Language Environment Analysis technology was used to collect data on electronic media exposure and parental language input in 158 peri-urban and rural households with children aged 18–24 months in southwestern China. The sounds children made and the sounds they heard were quantified. Multiple linear regression and quantile linear regression were used to determine the relationship between electronic media and the outcomes of interest. The results showed that each hour of electronic media exposure was associated with reduced conversational turn count (p < .05) and child vocalization count (p < .05). A large share of the reduction was driven by the higher quantile of children. Reductions associated with electronic exposure were also observed in number of segments and conversational turns. These results may help explain the association between child electronic media exposure and language delay in an under-studied and at-risk population.

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Applied Developmental Science
Authors
Scott Rozelle
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Maya Rosales
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Friends, family, esteemed faculty, and beloved staff, thank you for joining us today to celebrate this milestone for MIP’s Class of 2024. For those of us graduating, we did it!

We are privileged, if not mildly burdened, to speak on behalf of the cohort. Maya and I are honored to be here with you today to congratulate the achievements of this wonderful group of people that we are so proud to be a part of.

While not a cult in the literal sense, the Class of 2024 is a group bound by a sense of veneration and devotion to each other that many outsiders find—odd, if not endearing. Some of us are so co-dependent that we can't even deliver a graduation speech on our own. Beyond this found family, we would like to sincerely thank the families, friends, and mentors whose personal sacrifice and enduring support have made this accomplishment possible.

As we stand here today, ready to embark on the next chapter of our lives, we want to take a moment to reflect on the journey that has brought us to this milestone. Our time in the Master’s in International Policy program has been filled with memorable shared experiences, challenges, and turning points that defined our graduate school experience.

Those of us graduating will remember when, tasked with creating a 6-word personal motto at the beginning of the program, Raul shared his mother’s motivating phrase: “The sky’s the limit, my boy.” I speak for all of us when I say that’s never felt more true than here at Stanford.

During what now feels like an all too short time on campus, we watched one another grow into our aspirations and discover new niches to flourish in. In many ways that first quarter trauma bonded us as we questioned our life decisions and tried our best to remember math while adjusting to life back in school. It’s a miracle we started back then—before the introduction of ChatGPT, in the old days when homework was manual.

We spent many a night in the Stanford libraries forcing Olivia and Gaute to help us understand quantitative theory—your sacrifices don’t go unnoticed. Despite those challenges, of which there were many, and the tears shed, specifically in the time I deleted half of my econ mid-term, our cohort came out even stronger.
 


The bonds we've formed and the support we've given each other have been invaluable and made this journey what is was: transformative, shaping us into individuals ready to make a positive impact.


These moments are now treasured because they were instrumental in forming our close-knit cohort, cult . . . I mean, family . . . that not only defined our Stanford experience but also created a second home for us. This community has served an instrumental part of navigating this experience and provided a space of shared learning and friendship. We’ve shared unforgettable memories every quarter since.

We have been each other’s cheerleaders—figuratively, as we fill out the seats of presentations, performances, and promotion ceremonies, and literally, as we held up hand-painted signs for the MIP team that would become the 2023 Stanford Intramural Football Champions. Even as we spread out across the world, completing the foundational field research of our intensive, 6-month capstone projects, we were each other’s first responders.

Felipe, we’re glad you made it back from Sierra Leone—your life there would’ve been fulfilling but we and probably your wife would have missed you. Ibilola and Pamella, I would also ground a plane if you told me to.

But also, at every step of the way, the staff and faculty of MIP have been there to support us. We’d like to give a special thanks to Meghan, Jonathan, Patrick, Cheng, Chonira, Frank, Maeve, and Laleh for all of the work they do and the warmth they bring to the program. Professor McFaul, thank you for being a persistent champion of MIP, opening doors and courtyards on our behalf, and regularly welcoming us into your home.

As we move on from this part of our lives and many of us prepare to leave this university, it's impossible to ignore the invaluable skills, knowledge, and insights we've gained throughout our time here. Our learning has extended far beyond textbooks or the classroom. The interdisciplinary scholarship of this program and university has provided us experiences and insights gained through real-world policy applications, expert discussions, and collaborations with our professors and mentors.

While we enjoyed attending a world-class institution with renowned academics, many of the most important lessons we will take away from Stanford were from our peers and fellow graduates. Our cohort demonstrated a level of initiative that might make you ask: “When did you have time to sleep?”

You won’t be surprised to hear that Stanford comes with a rigorous course load, but it certainly makes our extracurricular commitment of that much more impressive. While rising to every deadline, our classmates spent their non-existent free time building community—Raul launching the Cyber Policy Dialogue for the Americas initiative, Dulgoon coaching caregivers at the Center on Early Childhood, Sebastian leading a weekly radio show on KZSU.

Our classmates have introduced their country’s leaders to Stanford, like Aya’s diplomatic engagement with Indonesian officials on campus, and represented the school abroad, including Tabatha in affiliated research at Peking University.

Even the youngest among us taught us more than we could have ever expected. Our two co-terms Hamzah and Dwight were generous in sharing their institutional knowledge and their network as dedicated researchers. We’re sure we’ll all be working for you one day.

For the parents in the cohort—Ashwini, Javier, Sarah, and Rosie L., we admire you and your partners for achieving this accomplishment today while raising your children, as some of us were barely able to take care of ourselves.

Today, we gather to celebrate a significant milestone in our lives, one that marks the culmination of hard work, dedication, and perseverance. As we reflect on our journey, it's essential to acknowledge the transformative power of this university. Stanford pushed us to explore complex problems, think critically, and innovate creatively. This program has prepared us to be leaders and change-makers, our own MIP co-president Sara Shah is going on to be… we’re not really sure but we think president? She keeps telling us to vote in November.

We have the tools to drive progress, foster innovation, and contribute meaningfully to our communities and beyond. And the Class of 2024 is wasting no time in applying what we’ve learned. By this time tomorrow, many of us on stage will be on our way to a new destination, starting exciting roles where we will continue to shine. To our classmates continuing their journey of military service, Fran, Justin, Chase: congratulations on a lifetime of boarding commercial flights early and free checked luggage. It really pays to be a hero.
 


“The sky’s the limit. . .” I speak for all of us when I say that’s never felt more true than here at Stanford.


To those of us taking leaps into emerging spaces—Elliot, Nickson, Poramin, and others—you have a chance to define what comes next in a landscape of rapidly evolving technological capabilities. Maybe you could pool together some cash and buy TikTok?

Congratulations also to those of you extending your time here for additional degrees—Rosie Ith, Thay, and Kelsey to name just a few. We hope continuing your advanced interdisciplinary learning at one of the world’s leading universities is worth what we see as a personal betrayal to our cohort. You’re traitors now.

In earnest though, it's an honor to be a part of such an incredible group of people and congratulate you today, your dedication, resilience, and camaraderie have been truly inspiring. We love and admire you all. The bonds we've formed and the support we've given each other have been invaluable and made this journey what is was: transformative, shaping us into individuals ready to make a positive impact.

As we step into a field where there is such a distinct and credible capacity for harm, let us pioneer solutions that uplift and empower our global communities, promote peace and stability, and ensure that the policies we champion reflect compassion, justice, and integrity. Let us use the knowledge and skills we gained here to address the world's most pressing challenges, from climate change to cyber risks, with innovative and ethical approaches that better humanity. Let us pursue our passions with unwavering determination, embrace lifelong learning, and strive for excellence in all that we do.

Together, we have built a foundation for success, and now, it is time to use it to make a difference. For the first time, potentially ever, the two of us are at a loss for words. This experience, this cohort, and everyone who supports it, have meant the world to us. We can’t wait to see the future we create together, and we can’t wait to stay in the guest rooms of your really nice houses.

Read More

The Ford Dorsey Master's in International Policy Class of 2024 at the Freeman Spogli Institute for International Studies.
Blogs

Meet the Ford Dorsey Master's in International Policy Class of 2024

The 2024 class of the Ford Dorsey Master’s in International Policy has arrived at Stanford eager to learn from our scholars and tackle policy challenges ranging from food security to cryptocurrency privacy.
Meet the Ford Dorsey Master's in International Policy Class of 2024
A seven picture collage of travel photos taken by the Ford Dorsey Master's in International Policy Class of 2024 during their spring internships through the Policy Change Studio.
Blogs

Around the World in Seven Days: MIP Students Travel the Globe to Practice Policymaking

Each spring, second year students in the Ford Dorsey Master's in International Policy spread out across the globe to work on projects affecting communities from Sierra Leone to Mongolia, New Zealand, and beyond.
Around the World in Seven Days: MIP Students Travel the Globe to Practice Policymaking
Raul Ruiz at Duco Internship
Blogs

Thinking Like a CEO: Navigating San Francisco's Start-Up and Technology Landscape

Interning at Duco Experts, Raúl Ruiz-Solís (Master's in International Policy '24) gained an understanding of the start-up ecosystem in San Francisco, as well as some of the most pressing areas of opportunity in the field of cybersecurity and emerging technologies.
Thinking Like a CEO: Navigating San Francisco's Start-Up and Technology Landscape
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Maya Rosales [left] and Skylar Coleman [right] jointly deliver remarks at the graduation ceremony for the Class of 2024 of the Ford Dorsey Master's in International Policy.
Maya Rosales and Skylar Coleman jointly deliver remarks at the graduation ceremony for the Class of 2024 of the Ford Dorsey Master's in International Policy.
Meghan Moura
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Skylar Coleman and Maya Rosales jointly delivered the student remarks at the graduation ceremony for the Class of 2024 of the Ford Dorsey Master's in International Policy.

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Our project studies the role that fiction and non-fiction for the young audience play in present-day Russia and, more specifically, in the conceptualization of the full-scale invasion of Ukraine. In four critical essays, we explore the representations of the military/war-time experience in four editions for children, two of which are created and disseminated with the assistance of the state (Azbuka o Vazhnom, Zhit – Rodine sluzhit), and two others are published by independent publishing houses (Zver 44, Voina vs Detstvo). Our goal is to compare attitudes towards the war and broader, general ethical systems, communicated through these texts, and artistic devices, used to achieve these goals. We demonstrate that there is an ongoing ideological battle between the official political and liberal narratives in the children 's literature in Russia.

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AI in Education Deliberative Poll for High School Educators

Are you worried about the impact AI can have on your classroom or excited about its potential? Do you wonder how you can utilize AI in your teaching or do you feel like it dehumanizes the learning process? Are you eager to learn about what “Artificial Intelligence” entails and how it can impact your classroom? 

If any of these questions have crossed your mind, we invite you to join Stanford's Deliberative Democracy Lab on Saturday, May 18, from 10:00 am to 2:45 pm (Pacific Time) to discuss with fellow educators how AI should be used and regulated in schools. You will discuss policies regarding the use of AI in schools — whether it should be banned from the Wi-Fi or left up to teachers and students to discern what “appropriate usage” means. You will also get to meet and ask questions to experts in the fields.

This will be an online event hosted on Stanford's Online Deliberation Platform. There will be sessions between deliberating teachers and expert panels where there will be Q&A time. Further details will be emailed to you.

SCHEDULE

10:00 am - 11:15 am: First Small Group Deliberation Session

11:15 am - 12:00 pm: Plenary Session 1

12:00 pm - 12:45 pm: Break

12:45 pm - 2:00 pm: Second Small Group Deliberation Session

2:00 pm - 2:45 pm: Plenary Session 2

This event is being led by students at The Quarry Lane School, Saratoga High School, and Lynbrook High School.

Online.

Open to high school educators only.

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This paper demonstrates that, after deliberation, college students showed immense moderation potential and affective depolarization, especially even given their homogeneity as a bloc within American politics and within the overwhelmingly liberal sample for this paper. These findings offer optimism for future research in homogeneous groups through understanding that group polarization, while a very worrisome phenomenon, can be avoided with the right precautionary measures. It is clear that college students are capable of engaging constructively across differences and that deliberation, through Deliberative Polling in particular, can serve to build the capacity to do so.

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Michigan Journal of Community Service Learning
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Alice Siu
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Saul Zaentz Professor of Early Learning and Development, Harvard Graduate School of Education
Faculty Co-Chair, Human Development and Education Program, Harvard Graduate School of Education
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Meredith Rowe is a professor at the Harvard Graduate School of Education (HGSE). She leads a research program on understanding the role of parent and family factors in children's early language and literacy development. She is particularly interested in uncovering features of children's early communicative environments that contribute to language and cognitive development and applying this knowledge to the development of intervention strategies for caregiver. Rowe received her doctoral degree in Human Development and Psychology from the HGSE in 2003 and then pursued postdoctoral fellowships in the Psychology and Sociology departments at the University of Chicago for several years. She was Assistant Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland from 2009-2014 and joined HGSE as an Associate Professor in 2014. Rowe's work has been funded by the American Educational Research Association (AERA), the National Institutes of Child Health and Human Development (NICHD) branch of the National Institutes of Health (NIH), the National Science Foundation (NSF), and other private foundations.  Her work is published widely in top journals in education and psychology, including: Science, Child Development, Developmental Science, and Developmental Psychology.

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Peter Henry with PhD Excellence Initiative fellows
Peter Blair Henry (center), Class of 1984 Senior Fellow at the Hoover Institution, with PhDEI fellows and alums at the 10th annual Summer Research Workshop at the NY Fed. (c) 2023, Federal Reserve Bank of New York
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Peter Blair Henry is tackling underrepresentation in economics one student at a time – and showing that a small-scale program can impact the profession’s pipeline.

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Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of educational technology on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of education technology to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.

Journal Publisher
Computers and Education Open
Authors
Yue Ma
Prashant Loyalka
Scott Rozelle
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