The McNair Program as a Socializing Influence on Doctoral Degree Attainment     

Cheryl Bailey Gittens 《Peabody Journal of Education》2014,89(3):368-379

The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience.  相似文献   

Test stimuli: Representational level with middle class and head start children     

Marcia Selland Kierscht  Peter M. Vietze 《Psychology in the schools》1975,12(3):309-313

Low income and middle income 4- and 5-year old children were shown stimuli in three forms: objects, colored pictures, and black and white line drawings taken from commonly used assessment instruments, and were asked to label the stimuli. Results indicated that both groups of children labeled the objects more successfully than the pictures, although this discrepancy was greater for the low income children. In addition, order of presentation influenced labeling performance. These results suggest that attention be paid to the representational level of materials used with young children in testing and educational settings.  相似文献   

‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies     

Chris Bailey 《Literacy》2023,57(2):120-131

The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially-constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy Studies is concerned with ideas of power, dominance and worth, there is a notable lack of work that connects NLS with issues of neurodiversity. In this paper, I introduce the term ‘neurodivergent literacies’ to propose a field of study that links the ideological model of literacy with the neurodiversity paradigm. From this starting point, I outline a project that examined literacies around what are often referred to as the ‘special interests’ of autistic people. Presenting data from interviews with 13 neurodivergent adults, related to school experiences and the literacies they engage with around their self-defined ‘ruling passions’, I make recommendations for literacies practitioners, arguing that schools need to do more to take account of difference and disability. By describing how ‘neurodivergent literacies’ can help teachers harness their own critical literacy skills to challenge deficit models of difference in the classroom, this paper illuminates how an understanding of neurodiversity is essential for anyone teaching and researching literacies with a commitment to social justice.  相似文献