“‘I Was Gonna Go Off,but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution     

Amy Aldridge Sanford  C. Kyle Rudick  Keith Nainby  Kathryn B. Golsan  Stephanie Rollie Rodriguez  Christopher J. Claus 《Communication quarterly》2019,67(2):158-177

The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.  相似文献   

Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills     

Vanessa Lentillon-Kaestner  Cédric Roure 《Physical Education & Sport Pedagogy》2019,24(3):287-300

Background: A student’s choice to engage in a learning task is highly related to the student’s environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students’ motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding.

Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students’ situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students’ technical skills, since these tasks are often used by teachers in PE.

Participants: The sample consisted of 177 Swiss secondary school students, aged 11–17 years (M?=?14.07, SD?=?1.41, 96 boys, 81 girls).

Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities.

Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions.

Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context.

Conclusions: This study encourages teachers to propose coed PE classes to enhance students’ motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher’s role in promoting student SI. Beyond accounting for students’ dispositional factors (e.g. sex), PE teachers can significantly impact students’ SI in technical learning tasks through instructional choices.  相似文献   

What trainers should know about multicultural education     

Gloria Contreras  Ana Maria Rodriguez 《Performance Improvement》1980,19(4):17-19

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A teacher center consortium for rural school districts: Goals and rationale     

Roy C. Rodriguez  Dianne S. Mancus  J. Richard Suchman 《Performance Improvement》1978,17(9):23-26

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Transition Services for Students with Intellectual Disabilities: A Case Study of a Public School Program on a Community College Campus     

Debra A. Neubert  Vanessa Alvarez Redd 《Exceptionality》2013,21(4):220-234

Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.  相似文献   

Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher     

Alberto J. Rodriguez 《科学教学研究杂志》2015,52(4):448-460

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Investigating science teacher educator identity through the politics of domestication and critical positional praxis     

Alberto J. Rodriguez  Sara Tolbert  Sheron L. Mark 《科学教学研究杂志》2024,61(3):625-644

The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.  相似文献   

The influence of grandparents’ social class on children’s aspirations     

Vanessa Moulton  Eirini Flouri  Heather Joshi  Alice Sullivan 《British Journal of Sociology of Education》2017,38(4):500-517

Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK’s Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents’ social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother’s and father’s education, lone motherhood, and child’s ethnicity and gender, we found very small direct effects from the paternal grandmother’s social class to the grandchild’s classed aspirations, and small, indirect effects, via parents’ class, of grandparents’ class on child’s classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the ‘sunken middle-class’ hypothesis).  相似文献   

Developing the next generation of diverse computer scientists: the need for enhanced,intersectional computing identity theory     

Sarah L. Rodriguez 《Computer Science Education》2017,27(3-4):229-247

This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.  相似文献   

Influence of mother, father, and child risk on parenting and children's cognitive and social behaviors   总被引：1，自引：0，他引：1  

Cabrera NJ  Fagan J  Wight V  Schadler C 《Child development》2011,82(6):1985-2005

The association among mothers', fathers', and infants' risk and cognitive and social behaviors at 24 months was examined using structual equation modeling and data on 4,200 on toddlers and their parents from the Early Childhood Longitudinal Study, Birth Cohort. There were 3 main findings. First, for cognitive outcomes, maternal risk was directly and indirectly linked to it through maternal sensitivity whereas paternal risk was only indirectly related through maternal sensitivity. Second, for social behaviors, maternal and paternal risks were indirectly linked through maternal sensitivity and father engagement. Third, maternal and paternal levels of risk were linked to maternal supportiveness whereas mothers' and children's risk were linked to paternal cognitive stimulation. Implications are that policy makers must take into account effects of mothers', children's, and fathers' risk on young children's functioning.  相似文献