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1.
本研究基于对12所北京高校4381名学生的问卷调查数据,采用交叉分析和多值逻辑回归的方法探究校园安全与校园性骚扰之间的关系。研究发现,学生对夜晚学校不同场所安全状况的感知低于白天,在控制相关变量的情况下,学生对夜晚校园安全状况的感知与遭受性骚扰的频率之间具有显著的负向关系。同时,居住在校内的学生较之居住在校外的学生更不容易成为性骚扰行为的受害者,这说明高校的安全保卫对预防校园性骚扰有着积极的作用。此外,男生相对于女生更容易成为性骚扰行为的频繁受害者。基于这些研究发现,本文从学校和学生两个方面提出了建设平安校园和性别平等校园的建议。  相似文献   

2.
Gender balance in access to quality education is a crucial item on the agenda of the Millennium Development Goals. But this ideal appears beset by a number of barriers, especially at higher education level. This study investigated the problem of sexual harassment in the Nigerian university system as a barrier to the educational advancement of women. Specifically, the research focused on the practice of coercing female students to engage in sexual relations with male lecturers (‘phallic attack’) as a condition for scoring good grades. The research drew its sample from female students selected from 14 faculties in two Nigerian universities. The study finds that there is a relatively high prevalence of sexual harassment in these universities and this affects female students adversely. The ripple effect is that women are not given a learning atmosphere conducive to enjoying academic freedom and optimizing their potential in educational development. This contributes to widening the gaps between men and women in Nigeria. The study also finds that lack of adequate high‐quality sex education in Nigeria increases the vulnerability of younger female students to sexual harassment. It recommends the establishment of an advocacy programme as well as enlightenment campaigns to educate students, staff, authorities and parents about sexuality and sexual harassment; strengthening the penal system in the universities with powers and resources to fight the menace; and the formation of a network by women staff in various universities to work with potential and actual victims in order to expose the culprits, obtain justice and curb the trend.  相似文献   

3.
For most females, crude language and other forms of sexually harassing behaviour are part of the fabric of our daily lives. To date, however, our focus on sexual harassment has been limited primarily to the experiences of adult women in academic and work place settings. What has not been explored is the prevalence of sexual harassment in schools and the way it interferes with young women's education. Equal opportunity programmes are of limited use if, for example, we urge female students into traditional male courses but we neglect to consider the hostile climate they encounter there. In this study I explored young women's experiences of sexual harassment in the setting lauded as their gateway to opportunity: school. Based on their testimonies I make recommendations for educators who are committed to making high school a more equitable place for female students.  相似文献   

4.
ObjectiveAn examination of the frequency and impact of workplace sexual harassment on work, health, and school outcomes on high school girls is presented in two parts. The first compares the frequency of harassment in this sample (52%) to published research on adult women that used the same measure of sexual harassment. The second part compares outcomes for girls who experienced harassment versus those who did not.MethodsStudents in a small, suburban high school for girls completed a paper and pencil survey during class. A modified version of the Sexual Experiences Questionnaire (SEQ: Fitzgerald et al., 1988) was used to identify sexually harassed working teenagers. Work attitudes, assessments of physical health and mental health, and school-related outcomes were measured using standardized scales. Data were analyzed using difference of proportions tests, t-tests, and regression.ResultsThe percentage of harassed girls was significantly higher than the figures reported in most studies of working women. Girls who were sexually harassed were less satisfied with their jobs and supervisors, had higher levels of academic withdrawal, and were more apt to miss school than their non-harassed peers.ConclusionsSexual harassment significantly impacts employed high school girls’ connections to work and school. It not only taints their attitudes toward work but it also threatens to undermine their commitment to school. Educators, practitioners and community leaders should be aware of the negative impact this work experience may have on adolescents and explore these issues carefully with students who are employed outside of school.Practice implicationsTeenage students, stressed by sexual harassment experienced at work may find their career development or career potential impeded or threatened due to school absence and poor academic performance. In addition, the physical safety of working students may be at risk, creating a need for teenagers to receive training to deal with sexual assault and other types of workplace violence. Educators, practitioners, and community leaders should be aware of the negative impact this work experience may have on adolescents and their overall school experience and explore the issue of sexual harassment carefully with students who are employed outside of school.  相似文献   

5.
ABSTRACT

This paper arises out of our current work investigating the construction of male and female students’ sexual/gender relations within school arenas. A main concern is to explore recent empirical and theoretical work on sexuality, in an attempt to critique the New Right moralism with its own contradictory form of pluralism. At the same time a critical examination of the sexual politics of the curriculum may serve to rethink the underlying values of the old dichotomies around liberal and radical modes of progressive education with reference to curriculum change. Key areas of debate include the contextualisation of sex/sexuality within schools, sexual harassment, the normalisation of heterosexualities and sex/sexuality education. We have found it useful to hold onto the tension between materialist, deconstructionist and psychoanalytic accounts of the formation of sexual subjectivities, without attempting to resolve the contradictions between them.  相似文献   

6.
Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.  相似文献   

7.

Full-time lecturers in further education colleges in England form an occupational group which has been subject to many varied and demanding changes, particularly since the incorporation of colleges in 1993. Prior to 1993 lecturers were employees of local education authorities and, as such, were part of an often remote local authority personnel administration framework. Since 1993 full-time lecturers have become employees of college corporations. Most corporations have introduced human resource management practices which have changed the distant employment relationship lecturers had with LEAs. At the same time, the consequence of financial constraints and increasing competition in the further education sector has emphasised the already existing core-periphery organisational model in colleges which has now led to fewer full-time lecturers (core) and more part-time lecturers (periphery). The question of the professional status of lecturers has also been raised by, for example, College Employers Forum rhetoric in the early post-incorporation phase to encourage contractual change; the development of Qualified Teacher Status for primary and secondary teachers only; the debate about further education membership of a General Teaching Council for England, and the expansion of a new vocational curricula which seemed to dilute the educational experience of students. This article considers the views that a sample of full-time lecturers have about their employment experience and is an initial report of a research study which looks at the employment relationship between full-time lecturers and their college corporations. Views and perceptions of 687 full-time lecturers' responses to a postal questionnaire are presented and reviewed. This initial report suggests that, unlike the picture nationally for the UK workforce (as presented in a recent Institute of Personnel and Development report - Guest & Conway, 1998), full-time lecturers in further education colleges may be experiencing a violated psychological contract with the consequences for their employment relationship of loss of trust and a significant, depressing effect on commitment, job satisfaction and work performance.  相似文献   

8.
This article analyses the previously unresearched dynamics of sexual harassment in cross-gender, one-to-one PhD supervision in a UK social science faculty education department. I discuss two women research students' reflections on their supervisory relationships with a sexually harassing male supervisor, including the processes of obtaining a supervisor and the establishment or curtailment of the relationship. When students decide whether or not to be supervised by a particular individual there is a tension between personal compatibility and relevant research expertise. Once the relationship is established there is a further tension because the boundaries between discussions about academic work and personal life are so easily blurred. In particular, it is suggested that the sexually harassing male supervisor cannot simply be viewed as an aberration, for his exploits reveal a strategic exploitation of conditions which are actually integral and arguably necessary to this distinctive academic relationship.  相似文献   

9.
本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现：工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。  相似文献   

10.
ABSTRACT

Sexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support.  相似文献   

11.
Sexual harassment has been studies as a mechanism reproducing inequality between sexes, as gender based discrimination, and more recently, as a public health problem. The role of family-related factors for subjection to sexual harassment in adolescent has been little studied. Our aim was to study the role of socio-demographic family factors and parental involvement in adolescent's persona life for experiences of sexual harassment among 14–18-year-old population girls and boys. An anonymous cross-sectional classroom survey was carried out in comprehensive and secondary schools in Finland. 90 953 boys and 91 746 girls aged 14–18 participated. Sexual harassment was elicited with five questions. Family structure, parental education, parental unemployment and parental involvement as perceived by the adolescent were elicited. The data were analyzed using cross-tabulations with chi-square statistics and logistic regressions. All types of sexual harassment experiences elicited were more common among girls than among boys. Parental unemployment, not living with both parents and low parental education were associated with higher likelihood of reporting experiences of sexual harassment, and parental involvement in the adolescent's personal life was associated with less reported sexual harassment. Parental involvement in an adolescent's life may be protective of perceived sexual harassment. Adolescents from socio-economically disadvantaged families are more vulnerable to sexual harassment than their more advantaged peers.  相似文献   

12.
《Africa Education Review》2013,10(3):415-428
ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.  相似文献   

13.
Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies.

Design Results were obtained from a questionnaire as part of a two‐phase intervention study.

Setting Nineteen mixed‐sex, state secondary schools in central England.

Participants One hundred and fifty‐five teachers (94 female, 61 male) participated.

Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated.

Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant.

Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes.  相似文献   

14.
Abstract

To assess the extent to which student evaluations of lecturers are accurate indicators of quality of instruction (teacher effectiveness), 128 students taking a multisection course in University Mathematics evaluated the performance of their particular lecturers. Initial tests indicated no difference among the students taking the different sections (same content) in either aptitude or expected performance. Hence, the fact that significantly positive correlations were obtained between average student performance and average student evaluations of their lecturers across the various sections suggests that student evaluations of this kind can be used as a measure of instructional effectiveness under appropriate conditions.  相似文献   

15.
ABSTRACT

A survey was undertaken among students at the University of Oslo in order to include their comments in a recommendation that was being prepared to elucidate the disabled students' situation in the future. Students were requested to write shorter or longer comments concerning their day as a disabled student, in order to expose barriers, weaknesses in the organization of services and other concerns. They were also requested to make recommendations as to improvements. The students’ answers indicated that they encountered several practical problems in their education, including a lack of understanding and cooperation from administrators, faculty staff and lecturers, a lack of adaptive aids and other resources and inaccessibility of grounds and buildings. Students made recommendations to improve the delivery of services. On the background of the information given by the students, the paper reflects on the issue of higher education's responsibility in relation to adjustments. The Reform‐94 within upper secondary education makes the issue of responsibility even more current.  相似文献   

16.
Background:?Cooperative learning may help students elaborate upon problem information through interpersonal discourse, and this may provoke a higher level of thinking. Interaction stimulates students to put forward and order their thoughts, and to understand the ideas or questions of their peer learner. However, partner gender is an important variable in cooperative learning. Previous research indicates that female students profit less than male students from mixed-gender cooperative learning in physics, especially where problem-solving is involved. Female and male students have different communication styles. For example, male students tend to give their opinions and explanations directly, while females tend to avoid presenting their opinion and are more likely to initiate cooperative problem-solving by asking questions.

Purpose:?The main aim of this study was to ascertain whether partner gender influences female students' learning to solve science problems and the role female communication style plays in the cooperative learning process.

Sample:?A total of 62 high schools students (31 female, 31 male) from three schools in the Netherlands participated in the study. Students were selected from three physics classes in grade 10, with a mean age of 15.6. Students came from various family backgrounds.

Design and methods:?An experiment was carried out to test the effect of group composition on female and male students' cooperative problem-solving in science. The students were randomly assigned to dyads and three research conditions: 15 mixed-gender pairs (MG); eight female–female pairs (FF) and eight male–male pairs (MM). Students were given training in how to solve a problem as a team, and how to complete the answer sheet. All students solved the same problems in four 50-minute sessions. In each session, students were asked to solve three new and moderately structured problems working together. Each dyad had a university student as an observer. The observer's task was to log the students' time on task and to document the interactions between the students. The observers did not interfere with the communication between the students during problem-solving.

Results:?Analyses of pre- and post-test performance revealed that female students in the MG condition did not learn to solve physics problems as well as male partners or as female students in all-female dyads. Analyses of interactive behaviours showed that female students in the MG condition devoted less time to actively seeking solutions and spent more time asking questions than their male partners.

Conclusions:?Difference in solution-seeking behaviour could explain an important part of the difference in problem-solving performance between the female and male students in this study. Female students in the all-female dyads did not differ in interactive behaviour or post-test performance from males. They had a more balanced interactive style than females in the mixed-gender dyads. Suggestions for further research are discussed. It would be interesting to examine if the findings of this study carried over to areas in which females are traditionally more comfortable, such as biology.  相似文献   

17.
《学校用计算机》2013,30(1):213-229
Abstract

The use of cognitive flexibility theory as a theoretical framework for designing hypertext has been found to be beneficial for learning in ill-structured domains. However, little is known of what role the learning task plays in the effectiveness of this approach. The present study examined the relationship between task, navigation, and learning transfer when utilizing a cognitive flexibility hypertext about sexual harassment with 34 graduate management students. Due to the nature of the topic, the effects of the task on student attitudes were also studied. The conclusions of the study were that there were no significant differences for the navigational choices or transfer scores, but there did appear to be a relationship between task and changing students' attitudes towards the topic.  相似文献   

18.
Abstract

The student evaluation of teaching (SET) tool is widely used to measure student satisfaction in institutions of higher education. A SET typically includes several criteria, which are assigned equal weights. The motivation for this research is to examine student and lecturer perceptions and the behaviour of the students (i.e. ratings given by them to lecturers) of various criteria on a SET. To this end, an analytic hierarchy process methodology was used to capture the importance (weights) of SET criteria from the points of view of students and lecturers; the students' actual ratings on the SET were then analysed. Results revealed statistically significant differences in the weights of the SET criteria; those weights differ for students and lecturers. However, analysis of 1436 SET forms of the same population revealed that, although students typically rate instructors very similarly on all criteria, they rate instructors higher on the criteria that are more important to them. The practical implications of this research is the reduction of the number of criteria on the SETs used for personnel decisions, while identifying for instructors and administrators those criteria that are perceived by students to be more important.  相似文献   

19.
ABSTRACT

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.  相似文献   

20.
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