THE IMPACT OF INSTITUTIONAL CHOICE AND ENVIRONMENTS ON AFRICAN-AMERICAN AND WHITE STUDENTS' DEGREE EXPECTATIONS     

Deborah Faye Carter 《Research in higher education》1999,40(1):17-41

This study examines the effects of individualcharacteristics, institutional characteristics andexperiences, and financial aid measures onAfrican-American and white college students' degreeaspirations. The main theoretical foundations for this studyare the status attainment models developed in the early1970s and Weidman's (1989) model of undergraduatesocialization. The study used the BeginningPostsecondary Students (BPS:90/92) data set, and the findingsshow that regression models between the two groups havemany similarities: Students' aspirations are mostly theresult of socioeconomic factors, initial degree aspirations, and institutional characteristics.Financial aid measures are not significant predictors ofaspirations for African-American students, although workstudy awards and fewer hours per week spent working significantly affect white students'aspirations. There are quite a few differences betweenthe groups' regression models. For instance,intellectual selfconfidence has opposite effects onaspirations for African-American and white students.African-American enrollment and faculty contactpositively affect AfricanAmerican students' aspirations,while tuition cost and peer contact have positiveeffects on white students' aspirations.  相似文献   

Perspectives of mentoring: The Black female student-athlete     

Akilah R. Carter  Algerian Hart 《Sport Management Review》2010,13(4):382-394

The purpose of this study was to understand Black female collegiate athletes’ perception of mentors and the characteristics of their current mentors. Understanding their definition of a mentor and the persons whom fulfill the psychosocial and career mentor roles will provide insight on the mentor–mentee relationship. In addition, the researchers found it necessary to ascertain the persons whom fulfill the athletic mentor role due to the collegiate athletic status. This study is approached from a critical feminist lens, utilizing a qualitative questionnaire to capture and analyze the voice and perceptions of the Black female athletes (n = 38) from two Division I universities. Critical race theory and Black feminist thought were employed to capture the “multiple jeopardies” of the Black female athlete, thus recognizing race, or racism, and gender, or sexism, are at the fore of their daily experiences. The findings revealed Black female athletes’ definitions of a mentor were characterized by the traditional mentor qualities such as a guide, a supporter, and a role model. Further analysis indicated the women had three distinctly different persons to fulfill each mentor dimension to include: career/academic support, psychosocial support, and athletic support. However, the characteristics of those persons who fulfilled each dimension were family members, with greater influence by the coach on the athletic support dimension. Based on the findings it would benefit administrators to recognize these characteristics and persons of influence when providing support services and developmental programs for the Black female collegiate athlete.  相似文献   

Training older adults to use computers     

Janet Houser Carter  Robert Honeywell 《Performance Improvement》1991,30(2):9-15

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Training older adults to use computers: We need to go back to learner-centered learning     

Janet Houser Carter  Robert Honeywell 《Performance Improvement》1991,30(3):1-5

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Tool time: Gender and students' use of tools,control, and authority     

M. Gail Jones  Laura Brader‐Araje  Lisa Wilson Carboni  Glenda Carter  Melissa J. Rua  Eric Banilower  Holly Hatch 《科学教学研究杂志》2000,37(8):760-783

In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000  相似文献   

Science teachers' conceptual growth within Vygotsky's zone of proximal development     

M. Gail Jones  Melissa J. Rua  Glenda Carter 《科学教学研究杂志》1998,35(9):967-985

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Beginning Teachers: Beliefs and Classroom Actions     

Patricia E. Simmons  Allen Emory  Tim Carter  Teresa Coker  Brian Finnegan  Denise Crockett  Lon Richardson  Robert Yager  John Craven  John Tillotson  Herbert Brunkhorst  Mark Twiest  Kazi Hossain  James Gallagher  Don Duggan‐Haas  Joyce Parker  Fernando Cajas  Qasim Alshannag  Sheryl McGlamery  Jerry Krockover  Paul Adams  Barbara Spector  Tom LaPorta  Bob James  Kristin Rearden  Kay Labuda 《科学教学研究杂志》1999,36(8):930-954

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A state of constant prodding: live music,precarity and regulation     

Christina Ballico  Dave Carter 《Cultural Trends》2018,27(3):203-217

Live music makes a vital contribution to the cultural and creative identities of cities. In turn, the spaces in which such activity takes place contribute strongly the functioning of local music and arts scenes. However, particularly in large Australian cities, there is a tension between economic development, fuelled by an extended property bubble, and the viability of small-to-medium live music venues. This tension is compounded by community attitudes toward arts and culture as well as a range of regulatory measures which govern the spaces in which this activity takes place. This paper examines the challenges inherent with developing and sustaining of live music venues in relation to the regulatory barriers associated with doing so. This paper draws on data from two qualitative examining producer accounts of live music operation in Perth, the capital of Western Australia, and Sydney, the capital of New South Wales. Both studies focused on the regulatory frameworks, and barriers associated with being able to support local, original contemporary music activity and were prompted following the closure of several highly supportive, high profile live music venues in each location. This research came in the wake of the so-called ‘lock out laws’, in the entertainment district of Kings Cross and surrounding suburbs, resulting in significant local and national debate around the impact and effectiveness of such laws. This paper is contextualised within debates relating to the importance of supportive live music venues, the challenges associated with developing, supporting and maintaining such spaces in light of gentrification and urban renewal strategies. As argued, these strategies, which work to enhance the vibrancy of cities – and often position arts and culture activity as being a vital component - often displace and/ or cause tensions for the spaces in which cultural and creative activity takes place during and after such regeneration.  相似文献   

A comparison of methods to determine maximal accumulated oxygen deficit in running     

Bosquet L  Duchene A  Delhors PR  Dupont G  Carter H 《Journal of sports sciences》2008,26(6):663-670

The aim of this study was to compare maximal accumulated oxygen deficit (hereafter O2 deficit) estimated from the methods of Whipp et al. (1986), Medbo et al. (1988), and Hill et al. (1998) to determine whether they agree sufficiently to be used interchangeably. Nineteen moderately to highly trained endurance runners first performed an incremental test to exhaustion for the determination of maximal oxygen uptake ([Vdot]O(2max)) and peak treadmill speed, followed by six randomly ordered constant-speed tests at 95, 100, 105, 110, 110, and 120% of peak treadmill speed. All tests were separated by at least 72 h and were performed within 4 weeks. The method of Whipp produced an O(2) deficit estimate that was lower than that derived from the method of Hill or Medbo (bias +/- 95% limits of agreement: -29.6 +/- 36.6 and -26.1 +/- 32.8 ml . kg(-1), respectively; P < 0.001). The O2 deficit did not differ between the methods of Hill and Medbo (bias +/- 95% limits of agreement: 3.5 +/- 41.6 ml . kg(-1); n.s.). However, poor correlations (0.21 < r < 0.33; n.s.) together with wide limits of agreement between O2 deficit estimates (70 - 80% of the mean response) clearly question using these methods interchangeably.  相似文献   

Binge-eating and vomiting: A survey of a high school population     

Jo A. Carter  Pamela A. Duncan 《Psychology in the schools》1984,21(2):198-203

A survey of 421 high school females was conducted to determine the prevalence of the binge/purge practice, bulimia, an eating disorder. Teenage vomiters in this study were found to have higher levels of somatic symptoms, anxiety, social dysfunction, and depression than did nonvomiters. They were also found to have disturbed attitudes toward food, eating, and dieting. Of the vomiters, 58% scored above the threshold score that indicates the presence of psychological and behavioral symptoms characteristic of anorexia nervosa. The findings provide information useful to school personnel who work with the social, behavioral, and academic problems of adolescents.  相似文献