Cultural stereotypes and professional self-socialisation in the transition from education to work     

Julia Orupabo 《Journal of Education & Work》2018,31(3):234-246

A key insight from studies of gender segregation is that the allocation of different groups to different positions in the labour market is strongly related to ascribed status. Shared gendered cultural beliefs generally portray men as more competent and of a higher status than women, and position some workers as more suited than others to perform different types of work and tasks. Yet, although much work has been done on status and gender segregation, this research tends to overlook the intersections of gender, race, and ethnicity. This study contributes to the literature by examining how skills and competence are valued in traditionally gender- segregated professions that have seen an increased influx of immigrants and ethnic minorities. Drawing on 66 qualitative interviews with Norwegian students, the study analyses, first, how gender, racial, and ethnic stereotyping of tasks and competencies affect the students’ aspirations in transition from education to work, and second, how the intersection between race, ethnicity, and gender plays out quite differently in different professions. Theoretically, I develop the concept of ‘professional self-socialisation’, which points to the process whereby individuals adapt and redefine their aspirations to the gendered, ethnic, and racial hierarchy of suitability within their profession.  相似文献   

To my graduates     

Julia Alvarez 《Academic Questions》1998,11(3):32-32

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How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

Sharing electronically and accessibly in library-led instruction     

Julia Jankovic Dahm  Julia Grace Reese 《Journal of the Medical Library Association》2021,109(4):690

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19. dvs-Nachwuchsworkshop     

Julia Hapke 《Sportwissenschaft》2010,40(3):222-223

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Reexamining spatial ability within a Piagetian framework     

Julia M. McArthur  Karen L. Wellner 《科学教学研究杂志》1996,33(10):1065-1082

The goal of this study was to identify and examine results of Piagetian spatial research studies. For inclusion in this review, the studies had to (a) entail individual clinical interviews, (b) involve the manipulation of objects and explanation of answers by subjects, (c) offer written protocols and scoring criteria, and (d) provide documentation of male and female results. Involving over 7,600 individualized clinical interviews, the primary problem focused on whether gender differences existed in Piagetian spatial assessments and, if so, discussion of the significance and implications of the differences. Twenty-three studies assessing for 22 topologic, Euclidean, and projective spatial structures were reviewed and total male and female results compiled. A chi-square test for two independent samples showed that the majority of performance assessments did not demonstrate a significant difference between males and females. Males significantly outperformed females on 8 of the 22 spatial structure tasks. However, as with other gender studies, similarities between male and female performances far outweighed any differences. The clinical interview results provide evidence to support the overall poor spatial ability of both males and females. Educational practices designated to improve spatial abilities should not be a female-only endeavor. © 1996 John Wiley & Sons, Inc.  相似文献   

Adapting an anti-bullying programme for UK special schools     

Julia R. Badger  Lucy Bowes  Christina Salmivalli  Richard P. Hastings 《Support for Learning》2023,38(4):178-182

Bullying is a public health priority but to date, there is a lack of evidence-based anti-bullying programmes or interventions designed for use in special schools. KiVa is a successful anti-bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co-development and adaptation of two KiVa lessons into KiVa-SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa-SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted.

Key Points

• There is a lack of evidence-based anti-bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence-based anti-bullying programme for mainstream schools) for use in special schools.
• The adaption (KiVa-SEND) was a co-design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices.
• The KiVa-SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs.
• KiVa-SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.

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