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T. Elon Dancy II 《Gender and education》2011,23(4):477-495
Using an interdisciplinary approach, this paper explores the ways in which colleges become sites that socialise African American men as gendered beings. Twenty-four African American men enrolled in 12 colleges and universities across the 19 southern and border states of America participated in this study. The purpose is to illustrate how constructions of manhood and masculinity among this group potentially influence collegiate efforts to serve African American college men academically, socially, and developmentally. The following themes of manhood construction emerged: (1) self-expectations; (2) relationships and responsibilities to family; and (3) worldviews and life philosophies. Respondents reported differences in the ways in which they were treated and engaged in historically black and white institutions, also reinforcing various manhood constructs. The paper is a resource to advance the field’s thinking about this group’s college experiences, retention, and identities. 相似文献
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To determine personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students, we surveyed 1,906 entering freshman medical students (response rate = 87%; average age = 24 years) in 17 U.S. medical schools. Students reported a median of 45 min/day of exercise, 80 min/week each of mild and moderate exercise, and 100 min/week of strenuous exercise. Nearly all students (97.6%) engaged in some moderate or vigorous exercise in a typical week. Sixty-four percent complied with U.S. Department of Health and Human Services exercise recommendations. Most freshmen (79%) believed it would be highly relevant to their future practices to counsel patients about exercise; predictors included intention to provide primary care, excellent health, prevention emphasis by their personal physician, and performing more strenuous exercise. 相似文献
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We developed a computerised simulation that utilises embodied modelling by letting students play the role of particles in a liquid. We compared the learning of two eight-grade classrooms that used the embodied modelling simulation during a weeklong learning module on phase change, with a comparison group that used an ordinary simulation with no embodied modelling. In the pre-test, neither group mentioned inter-molecular forces in their explanations. In the post-test, significantly more students from the embodied modelling group mentioned inter-molecular bonds in their explanations than their counterparts who used the regular simulation, and realised that inter-molecular forces influence the motion of particles. However, we found little difference between the groups in students’ ability to relate the magnitude of the inter-molecular forces to the magnitude of the boiling point of the material, showing not only the potential but also the limits in developing complex conceptualisations through this approach. Building on these findings, we discuss the affordances of embodied modelling for learning complex models, and suggest future directions for research into embodied modelling. 相似文献
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