Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses     

Marie‐Pierre Moreau  Jayne Osgood  Anna Halsall 《Gender and education》2007,19(2):237-253

There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual interviews conducted with women teachers to explore their views of the ‘glass ceiling’. Despite significant evidence of the barriers to management positions faced by women teachers, interpretative frameworks drawing on discourses of individualization and personal choice are most prominent among these to make sense of the low proportion of women in school management. However, the paper also identifies the existence of alternative discourses recognizing the existence of gender inequalities.  相似文献   

Parental Academic Socialization: Effects of home‐based parental involvement on locus of control across U.S. ethnic groups     

Marie‐Anne Suizzo  Kokyung Soon 《教育心理学》2006,26(6):827-846

This study investigates the relations between three academic socialisation processes and late adolescents’ internal locus of control. A sample of 249 college students from four ethnic groups completed three measures. Three factors explained 46.44% of the variance in academic socialisation, and the following differences were found: emotional support and active involvement were rated by all as the most frequent practices used by parents, and European Americans rated these significantly higher than did Asian Americans, who reported the highest mean score on “demandingness” practices. Separate multiple regression analyses suggested that among Asian Americans and European Americans, emotional support practices predicted internal locus of control; however, this model was not significant among Latinos and African Americans. Results suggest that academic socialisation practices operate differentially on psychological outcomes for adolescents in different ethnic groups, extending our knowledge of how culture shapes parenting and parent–child relationships.  相似文献   

Exploring the Relationships Between Counseling Students’ Cultural Factors,Academic Aptitude,and Self‐Efficacy     

Seungbin Oh  Debbie L. Hahs‐Vaughn  Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.  相似文献   

Gendered Harassment as Concept and Experience in Educational Spaces     

Heather Greenhalgh‐Spencer  Ashley Taylor 《Educational theory》2019,69(1):5-15

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Pluridisciplinary programmes for innovation: Realities and limits of a promising form of learning     

Jean‐Claude Ruano‐Borbalan 《European Journal of Education》2019,54(4):538-551

Higher education has adopted an innovation imperative that has driven significant transformations in the sector. A new kind of learning programme, based on problem‐solving, design thinking, creativity and “pluridisciplinarity” has emerged in the last two decades and become an emblematic form of learning to cope with current “complex” economic and societal problems by examining their roots at ground level. The French case study allows one to understand the distance between general policy orientations for innovation and actors' capacity and the need to take into account the local context.  相似文献   

The relations of parental supervision,parental school involvement,and child's social competence with school achievement in primary school     

Andreja Braj&#x;a‐ ganec  Marina Merka&#x;  Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258

The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.  相似文献   

Deficits of visual search in Chinese children with dyslexia     

Sisi Liu  Li‐Chih Wang  Duo Liu 《Journal of Research in Reading》2019,42(2):454-468

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Making Dutch pupils media conscious: preadolescents’ self‐assessment of possible media risks and the need for media education     

Theresa Küter‐Luks  Oscar Peters 《Learning, Media and Technology》2011,36(3):295-313

Despite clear European and Dutch policies about media education, there is currently no media education curriculum in Dutch schools. A survey among preadolescents (n = 257) in six primary schools in the Netherlands included questions regarding media access, fears, risks, parental mediation of television and the internet, and the need for media education. Findings indicate an overall high saturation of media, but media choice depends on sociodemographic factors. Preadolescents are given rules for using the internet more often than for TV. Boys feel more confident about media use, and few participants report negative experiences or perceive risks while using the internet. Pupils feel a high need for media education, and those who are already thinking critically about media demand lessons more often. Therefore, both technical knowledge about media and critical awareness of the influence of media must be taught.  相似文献   

The Role of Ethnic Identity,Gender Roles,and Multicultural Training in College Counselors' Multicultural Counseling Competence: A Mediation Model     

Ruth Chu‐Lien Chao  Sanjay R. Nath 《Journal of College Counseling》2011,14(1):50-64

Structural equation modeling with survey data from 313 college counselors revealed that multicultural training significantly mediated the impact of both ethnic identity and gender roles on multicultural counseling competence (MCC), explaining 24% of MCC variance. Results indicated that college counselors need to be aware of their own gender roles and ethnic identity to be culturally competent and highlighted the mediational role that training plays in achieving MCC.  相似文献   

Comparing different measures of affective attributes relating to sustainability     

Kerry Shephard  Nell Smith  Lynley Deaker  John Harraway  Freya Broughton‐Ansin  Sam Mann 《Environmental Education Research》2011,17(3):329-340

A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.  相似文献