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Within Division I intercollegiate athletics, women hold 46.4% of graduate assistant and 47% of assistant athletic trainer positions, yet hold only 18.8% of head athletic trainer positions. The purpose of this study was to explore whether issues of power and gender stereotyping contribute to the lack of women in head athletic training positions in intercollegiate athletics. Data were gathered from 14 female athletic trainers at Division I universities through semi-structured interviews and follow-up questions based on those interviews and were analyzed using post-structural feminism as the theoretical framework. The findings revealed that male coaches used gender stereotypes to challenge the professional competence of our participants along with formal and informal work practices to reinforce power over the professional lives of our participants. 相似文献
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Although sport management researchers have produced findings with regard to diversity in the leadership positions of college athletics, this examination has focused separately on gender (Inglis et al., 1996, Inglis et al., 2000; Inglis, Danylchuk, & Pastore, 2000; Knoppers et al., 1991, National Collegiate Athletic Association, 2009a, Sartore and Cunningham, 2007) or race (Cunningham and Sagas, 2004a, Cunningham and Sagas, 2004b, Cunningham et al., 2001, Cunningham et al., 2006). The current study, framed by intersectionality, identifies barriers contributing to the under-representation of Black women in head coaching jobs in Division I women's basketball in the United States. The assistant coaches cited access discrimination, lack of support, and prevalent stereotypes as barriers. In negotiating these barriers, the women discussed the importance of networking, mentoring and presenting “a proper image” for big-time athletics. To eradicate these barriers, the women recommended expanding job pools; more mentoring by athletic department personnel; and more development programs offered for young Black females. 相似文献
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Ron Borland August Flammer Alexander J. Wearing 《European Journal of Psychology of Education - EJPE》1987,2(3):209-217
Three hundred College students read a 760 word text under one of two instructed perspectives. After full recall, an additional recall (squeeze) was requested under either the same (unchanged) or the alternative perspective. The first recall confirmed earlier results: a strong bias towards perspective related ideas. The second recall yielded substantial additional material. It was expecially effective in recalling alternative perspective related ideas and this most markedly so if the instructions were to recall using the alternative perspective. These results confirm and complement the results of Anderson & Pichert (1978) in so far as it is both the chance of a second recall as well as the change in perspective that raises the amount of recalled material. 相似文献
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JohnBorland 《中国科技信息》2003,(21):44-45
EarthLink的技术支持人员每天得处理很多的问题：坏掉的网络，被破坏的文件——还有订户关于“间谍软件”和“广告软件”的抱怨，这种抱怨在过去的几个月里越来越多。计算机的主人常常并没有意识到这些顽固的软件的存在，但它们在去年快速蔓延，和用来对付它们的反间谍软件发展得一样快。 相似文献
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Borland Melvin V. Howsen Roy M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):463-474
Prior studies that have investigated the relationship between school size and student academic achievement have produced conflicting results. For example, some studies found a positive relationship between school size and student achievement; other studies found that the relationship is negative. Typically, however, these past studies have not accounted for the influence of student ability in their analysis of the impact of school size on student achievement. The purpose of this paper is to examine the effect of school size on student achievement while accounting for student ability, among other variables. The results reported in this paper suggest that school size has a nonlinear relationship with respect to student achievement. Thus, there is an optimal school size with respect to the maximization of student achievement. 相似文献
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James H. Borland 《Peabody Journal of Education》2013,88(3-4):6-20
In this article, I assert that giftedness is not a fact of nature or something that educators and psychologists have discovered. Instead, it is a socially constructed concept, something recently invented. I review the evolution of this construction and discuss some of the practical implications of the construct's application in education. Last, I speculate about some of the possible ways in which the construct may evolve in the future. 相似文献
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Sophie Arkoudis Kim Watty Chi Baik Xin Yu Helen Borland Shanton Chang 《Teaching in Higher Education》2013,18(3):222-235
A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts. 相似文献
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