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61.
《The Journal of educational research》2012,105(4):215-224
Abstract Attitudes and perceptions of teacher behavior regarding students' gender roles were investigated. A questionnaire was administered to 221 Israeli teachers and responses were analyzed according to gender and education setting. Results indicate no extreme egalitarian or chauvinistic responses. In general, elementary school and female teachers gave more gender egalitarian responses to questionnaire items in comparison with male and secondary school teachers. Only 15% of teachers in this sample had attended courses on gender equality. Over 50% of teachers did not respond to the question concerning their school's gender policy. Those findings may reflect a relative lack of teacher awareness concerning the in-depth nature of gender stereotypes and their overall influences. Results may indicate compulsory courses and seminars on gender self-awareness during teacher training. 相似文献
62.
科技界的女性问题已被联合国教科文组织列为一项全球性挑战。为了探究科技界女性“缺席”现象,我们以高中文理分科阶段作为切入点,通过对学生、教师和家长三类人群开展问卷调查,分析传统性别文化中的男女两性“刻板印象”如何在家庭和学校两个重要场所,潜移默化地影响着学生的性别意识、兴趣发展、分科选择乃至今后的职业发展方向,进而思考改变该现象的可能性及建议。 相似文献
63.
Aino Sallinen‐Kuparinen James C. McCroskey Virginia P. Richmond 《Communication Research Reports》2013,30(1):55-64
The purpose of this research was to make comparisons between Finnish persons and persons from other populations, particularly those from the United States, on a variety of common measures of communication orientations. The results of the study indicated that differences between Finnish and United States samples do exist, but the differences are primarily restricted to willingness to communicate and introversion. Data relating to communication apprehension and self‐perceived communication competence for the two cultures are remarkably similar. However, these two variables appear to be much less predictive of willingness to communicate for Finns than they are for Americans. 相似文献
64.
Katarina Pantic Jody Clarke-Midura Frederick Poole Jared Roller Vicki Allan 《Computer Science Education》2013,23(3):232-254
ABSTRACTStereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a “nerd” culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants’ drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age. 相似文献
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Tamara Soles Elana L. Bloom Nancy Lee Heath Anastasia Karagiannakis 《Emotional and Behavioural Difficulties》2013,18(4):275-290
Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children. 相似文献
66.
Abstract Beginning teachers of mathematics are likely to have noted the development of powerful multiple representation software which offers children access to the many modalities through which mathematics is expressed. We argue that embedded, even hidden, within such software are many mathematics conventions, which the naive learner has to unravel in order to construct meaning for those representations. We contrast such representations, which we label as instructive, with those children construct through the use of expressive software; this contrast is seen as analogous to aspects of literacy. We identify various characteristics of these two distinctive forms of representation. 相似文献
67.
This study examined the intergroup language used by young heterosexual Australians in conversations about HIV/AIDS and safe sex. Sixty male and 72 female heterosexuals participated in four‐person facilitated conversations (same‐sex or mixed‐sex) about HIV/AIDS and safe sex, which were recorded and transcribed. We focused on extracts concerning strangers or malevolent individuals who appear to be group members, along with extracts involving foreign national groups. Discourse analysis showed that groups at lower levels of social distance were constructed mainly in terms of individual responsibility. At moderate social distance, stereotypes were more negative, but sub‐typing was common, whereas at the highest levels, people were constructed entirely in intergroup terms. The findings of this study suggest that HTV prevention programs should make reference to all salient outgroups, so as to neutralize communicative strategies that strengthen intergroup boundaries as a means of reducing perceived personal threat of HIV infection. 相似文献
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This study, through the lens of narrative inquiry, examines the lived experiences of six lesbian and gay teachers working in primary and secondary school settings in the Midwest region of the USA. The heteronormative society in which we live has lead these individuals to keep their sexual identity separate from their identity as a teacher for a number of reasons. In addition to exploring these issues, this study aims to understand what it is like to be a queer teacher in the Midwest by focusing on how they construct and maintain their identities. 相似文献
69.
Deborah Carol Robson 《Communication quarterly》2013,61(3):205-222
This case study of Senator Barbara Mikulski (D‐MD) documents the successful negotiation of a complex set of general and local stereotypes/expectations arising primarily from gender. By recognizing and addressing these stereotypes/expectations as rhetorical constructs, Mikulski has facilitated women's increased participation in the political arena. This essay pays particular attention to the rhetorical strategies that functioned to broaden the lens through which women in politics are viewed by challenging the femininity/competence double bind. The stereotypes/expectations examined include orientation toward family (female‐identified), availability (female‐identified), and aggression (male‐identified). Mikulski used a variety of rhetorical strategies ranging from recasting to humor, and her efforts can productively inform the campaigns of other women seeking elective office. 相似文献
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