Search results for: Cultural differences
Page 3/4 38 items
The Role of Subjective Motivation in Girls' Secondary Schooling: The Case of Avoidance of Abuse in Belize
In this study, the author argues that secondary schoolgirls' subjective motivations played a key role in their educational experiences during the late 1990s. The author used ethnographic data and longitudinal interview data. Based on the data, the author suggests that many of the young women in this study saw education as a route to independence or as a way to avoid gender-based maltreatment for themselves and their future children. The author asserts this 'push' factor, combined with the 'pull' factors of increased economic opportunities for young women with high school diplomas, led to increased educational outcomes for girls at this time.
Updated: Nov. 23, 2010
In this study, the authors investigated how beginning teachers’ ideologies were constructed and reconstructed by closely examining teachers’ discourse expressed in one graduate multicultural literacy course. This study took place at a large university in a southwestern city in the United States. Eight beginning teachers, with a range of teaching experiences participated in this study. This study emphasized the role of language and social interactions and highlighted the ways in which beginning teachers struggled with dominate discourses about culture and literacy instruction.
Updated: Oct. 29, 2010
Time, Space and Young People’s Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective
This paper is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The article focuses on temporal and spatial dimensions of three educational contexts. The Swedish Vehicle programme, the Swedish Child and Recreation programme and the Finish social and health-care sector. Furthermore, the article analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered.
Updated: Oct. 29, 2010
This two-year research study examined the usefulness of the induction programme for newly recruited teachers in Bedouin schools in the Negev as a unique environment and home for the Bedouin. The results indicate that local teachers value the contribution of the components of the induction programme better than the non-locals and males more than females.In general, the inductees highly valued the contribution of the mentor in the three fields; however, the local new teachers valued the contribution of the mentor more than the non-local ones.
Updated: Sep. 19, 2010
Dimensions of Diversity: Challenges to Secondary School Teachers with Implications for Intercultural Teacher Education
The purpose of this study was to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences.
Updated: Aug. 17, 2010
This research reflection explores a narrative pattern that emerged in participants' interviews on student differences. This reflection reveals tensions between participants' structural and deficit understandings of student differences of race, class, culture, and language. Framing participants' understandings of structural and deficit thinking, this reflection articulates three discursive contexts relating to participants' work.
Updated: Jul. 13, 2010
The authors analyze nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. The authors examine how changes in these measures relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other—necessitates innovative ideas and experimentation.
Updated: May. 30, 2010
Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.
Updated: Apr. 27, 2010
Dimensions of the Transfer Choice Gap: Experiences of Latina and Latino Students Who Navigated Transfer Pathways
This article examines what happens to three Latina and two Latino students who navigated transfer pathways from a community college to four-year colleges. Although all but one of these students was eligible for admission to the selective University of California system, none of them exercised that choice. In fact, only one enrolled in a selective university. The transfer outcomes for the group interviewed illustrate the informational and cultural barriers that students must overcome in order to exercise choice in the selection of transfer institutions.
Updated: Mar. 02, 2010
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.
Updated: Jan. 31, 2010