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1.
This article extends the geopolitical theory on geographical stratification to understand the persistent inequality in access to higher education in contemporary China. Drawing on empirical evidence on the geographical distribution of institutions, and differentiated admissions and recruitment processes, I examine how political and institutional arrangements shaped opportunity structures in access to higher education for students from different geographical origins. I conclude that the state's decentralised governance gave the eastern area more power and advantages while the students from the poor western and central regions suffered a lack of opportunities in achieving upward social mobility through higher education. 相似文献
2.
Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations. 相似文献
3.
Julie Cooper Altman Gertrude Schaffner Goldberg Laura Quiros 《Journal of Teaching in Social Work》2017,37(1):20-35
The benefits of literature are countless. Social workers, however, are usually not inclined to count the teaching and practice of social work among its beneficiaries. We believe that literature is one of the ways to enrich vital components of social work knowledge, attitudes, and skills. In this article, we begin by calling attention to a historical precedent for the use of literature in social work education and practice. We then examine recent research on the impact of literature on human behavior, empathy, and critical thinking and consider its epistemological roots. Next, we review evidence from social work journals on the use of literature in teaching and practice. Having examined the relationships of literature to professional knowledge and practice, we devote most of the article to illustrating how, as social work educators, we are and can be using literature effectively in the teaching of social work. 相似文献
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Dian-Fu Chang 《Higher Education》2018,75(3):449-469
The purpose of this study was to explore geographic mobility among university students in Peru and to understand how mobility patterns differ by region and by demographic indicators of inequality. The ways that students may be able to move geographically in order to access quality higher education within the educational system can be a driver of equality or inequality, depending on who is able to take advantage. Using data from a university census, we examine how demographic indicators of inequality are related to geographic mobility for university attendance, how prior geographic mobility predicts later mobility for university attendance, and how these relationships differ based on the number and quality of universities in a region. Results show that sociodemographic variables related to social inequality explain a substantial amount of students' postsecondary mobility. However, some of these relationships do not operate in the same way in all of the regions. Depending on the availability of universities and their quality, patterns of association between inequality and geographic mobility change. Implications for higher education policy as well as further research examining geographic mobility and inequality in education are discussed. 相似文献
6.
《Teaching and Teacher Education》1994,10(4):409-421
Teachers' reflections are presented on the changes occurring while fostering children's social competence and skills in an intervention program. Classroom discussion on interpersonal relationships and conflict resolution was emphasized as a constructive teaching strategy in promoting children's social growth. The curriculum themes focused on friendship, the school community, and the family. The focus is on how the teachers perceived changes in their knowledge of students' social growth and their own teaching skills and attitudes towards working on sociomoral issues in the classroom. In addition, their reflections on changes in the students' social interactions and sense of classroom community are included. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):93-109
Abstract Concern regarding students' negative attitudes toward research, as well as the impact such negativity can exert on student learning, abound within the social work literature. Given its focus on the role cognition plays in determining behavior, Bandura's self-efficacy model provides a fitting conceptual framework for clarifying how student attitudes might be facilitating or inhibiting their acquisition and use of research skills. This article presents the key concepts and assumptions encompassed within Bandura's theory of self-efficacy and illustrates how these ideas might be applied to the teaching of research. 相似文献
8.
Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health—and to lay the groundwork for satisfying sexual lives—is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15–19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human‐rights emphasis that may prove politically less controversial than technical sexuality topics, and may ultimately prove vital to achieving better sexual health outcomes. The experience of community‐based programmes provides lessons for designing and evaluating such approaches in schools. 相似文献
9.
This paper uses measurements of learning inequality to explore whether learning interventions that are aimed at improving means also reduce inequality, and if so, under what conditions. There is abundant evidence that learning levels are generally low in low- and middle-income countries (LMIC), but there is less knowledge about how learning achievement is distributed within these contexts, and especially about how these distributions change as mean levels increase. We use child-level data on foundational literacy outcomes to quantitatively explore whether and how learning inequality using metrics borrowed from the economics and inequality literature can help us understand the impact of learning interventions. The paper deepens recent work in several ways. First, it extends the analysis to six LMIC, displaying which measures are computable and coherent across contexts and baseline levels. This extension can add valuable information to program evaluation, without being redundant with other metrics. Second, we show the large extent to which the disaggregation of inequality of foundational skills between- and within-schools and grades varies by context and language. Third, we present initial empirical evidence that, at least in the contexts of analysis of foundational interventions, improving average performance can reduce inequality as well, across all levels of socioeconomic status (SES). The data show that at baseline, the groups with the highest internal inequality tend to be the groups with lowest SES and lowest reading scores, as inequality among the poor themselves is higher than among their wealthier counterparts. Regardless of which SES groups benefit more in terms of a change in mean levels of reading, there is still a considerable reduction in inequality by baseline achievement as means increase. These results have policy implications in terms of targeting of interventions: much can be achieved in terms of simultaneously improving averages and increasing equality. This seems particularly true when the initial learning levels are as low as they currently are the developing world. 相似文献
10.
Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education. 相似文献
11.
In recent years concerns about inequality have been growing in prominence within UK policy debates. The many causes of inequality of earnings and income are complex in their interactions and their tendency to reinforce one another. This makes inequality an intractable or ‘wicked’ policy problem, particularly within a contemporary context in which many of the established policy responses from previous eras are at best discussed in muted terms and more normally deemed to be unavailable. This reflects the eclipse of ‘equality of outcome’ models and the concomitant rise of ‘equality of opportunity’ as the new policy mantra from Thatcher onwards. As traditional policy responses have withered, the role of education and training as a ‘silver bullet’ that can address a host of economic and social challenges has come to the fore. This article outlines policy makers’ beliefs that improving the educational attainment of students from lower socio-economic backgrounds can enable them to compete more effectively for elite jobs, and also that increasing the supply of educated employees can transform the level of demand for skills from employers. These beliefs are then critiqued, with reference to occupational congestion, over-qualification and the evidence that skills supply does not always create its own demand. 相似文献
12.
Peter Darvas 《Tertiary Education and Management》2013,19(2):119-132
Abstract Research findings on graduate employment in the UK continue to highlight the importance that employers attach to the general knowledge, attitudes and social skills that graduates possess in addition to specific disciplinary knowledge and expertise. Additionally, work based learning is increasingly being viewed as an important vehicle by which undergraduates can develop personal and social skills, as well as gaining knowledge of how organisations work. In this paper I will argue that although developments in undergraduate work based learning do raise a number of issues for higher education institutions and for employers, such developments have much to offer the broader education policy of lifelong learning. 相似文献
13.
Ann Reich Donna Rooney Anne Gardner Keith Willey David Boud Terry Fitzgerald 《European Journal of Engineering Education》2015,40(4):366-379
With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place. 相似文献
14.
潘迎华 《浙江教育学院学报》2004,4(2):6-11
自由主义女性主义与社会主义女性主义都是最早产生于英国的两个理论流派.她们从妇女的视角出发,重新审视人类社会的政治理念和两性,探讨两性不平等的根源、两性之间的差异,以及如何消灭两性不平等,实现两性平等等问题,从而提出以女性文化为基础的新的社会价值观,构建了女性主义运动的理论,开启和指导了不同时期的西方女性主义运动.但是,两派理论上的局限也给女性主义运动带来困惑. 相似文献
15.
ABSTRACTIn the last two decades, we have witnessed a rapid expansion of higher education in Mainland China and Taiwan, recording a significant increase in higher education enrolments in these two Chinese societies. The massification of higher education in China and Taiwan has inevitably resulted in an oversupply of university graduates, with growing social concerns for skills mismatches being found in the labour market, stagnant graduate employment and social mobility. This article critically examines how university students and graduates in these two Chinese societies reflect upon their employment experiences. Human capital theory predicts that other things being equal, raising participation in higher education will initially increase inequality as rates of return rise, and then it will reduce inequality as expansion reaches mass levels and rates of return decline. If the output of graduates outpaces the demand for their skills, which appears to be the current case in many countries, then supply and demand pressures reduce the pay premium for degrees and lower income inequalities. However, this study clearly demonstrates that the massification and the universalisation of higher education in Mainland China and Taiwan, respectively, have actually intensified inequality. 相似文献
16.
An Exploratory Study of Chinese University Undergraduates’ Global Competence: Effects of Internationalisation at Home and Motivation 
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下载免费PDF全文 Global competence is categorised into three dimensions: knowledge, skills/experience and attitudes. This study aims to investigate the global competence discrepancies of Chinese undergraduates in universities and regions of different development levels, as well as the effects of internationalisation efforts at home and students’ motivation on global competence. To this end, 2,695 students within nine universities (three 985 project universities, three 211 project universities and three provincial universities) in three Chinese cities (Beijing, Nanjing and Changchun) participated in this survey. The findings revealed that Chinese undergraduates have positive global attitudes, but they seem to lack sufficient global knowledge. Students from 985 project universities reported gaining higher global competence than students from 211 project and provincial universities, and students from Beijing reported higher global competence than students from Nanjing and Changchun. Competence discrepancies concerning fields of study were also found. The results of hierarchical regression analysis suggest that gender, 985 and 211 project universities, Beijing city, social sciences and humanities, experience of contact with foreigners on campus activities, enrolment in courses related to internationalisation and students’ motivation were predictive of Chinese students’ global competence. 相似文献
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In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups. 相似文献
18.
Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well-being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015. 相似文献
19.
This paper argues that those seekingequity-focused educational reform have much tolearn from social movements and grassrootspolitical organizing. We explore how theknowledge, skills, strategies, and passionatenarratives emanating from suchnon-institutional change efforts can shed light onthe difficulty of equity-focused educationreform and provide equity reformers with anexpanded repertoire of change strategies. Wepursue our analysis using an ``exemplary' caseof reform at Wilson High School. The case datawere collected as part of a four-year study documenting the college preparation experienceof students of color in diverse, comprehensivehigh schools. We conclude that the logic andstrategies employed in social and politicalmovements – in contrast to those found inorganizational change models – are more likelyto expose, challenge, and if successful,disrupt the prevailing norms and politics ofschooling inequality that frustrateequity-focused reforms. Without attention tothese dynamics, such reforms are abandonedentirely or implemented in ways that actuallyreplicate (perhaps in a different guise) thestratified status quo. We also conclude thatthose of us whose research focuses on equityreforms would be well advised to use social andpolitical movements as lenses to more clearlyview the course of these much advocated, butseldom achieved efforts. 相似文献
20.
Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose literacy skills are overestimated by their teachers typically gain more literacy skills during kindergarten. Conversely, children whose skills are underestimated learn less. It is important to note that the skills of socioeconomically disadvantaged children are on average underestimated. As a result, inequalities in kindergarten literacy development stem in part from the links between teacher misperceptions and student background. We also explored the extent to which these relationships operate through practices associated with ability grouping. We found instructional grouping to be a weak facilitator of the link between teacher perceptions and student learning, suggesting the need for further research that identifies the social and structural classroom characteristics that link teacher perceptual accuracy to student learning. 相似文献