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1.
Jordan Soliz Elizabeth Ribarsky Meredith Marko Harrigan Stacy Tye-Williams 《Communication quarterly》2013,61(1):77-95
This study investigates perceptions of family communication among members with different sexual identities. Specifically, from the perspective of heterosexual family members (N = 129), the study takes an intergroup perspective to determine how accommodative and non-accommodative communication and attitudes toward homosexuality predict intergroup anxiety and relational satisfaction with gay or lesbian family members. Further, the manner in which family communication influences attitudes toward homosexuality is examined. Results are discussed in terms of implications for research on heterosexual–homosexual interaction, family communication, and intergroup communication, in general. 相似文献
2.
Amy J. Stichman McKenzie Wood Anna-Alicia Watson 《Journal of Criminal Justice Education》2019,30(1):1-21
Despite the prevalence of sexual assault on college campuses, college students’ views regarding rape continue to be an understudied area. Using criminal justice and sociology students who either attended a mock sexual assault trial or viewed the trial video in their class, this study examined students’ attitudes toward rape and rape myth acceptance. Surveys assessed what students believed the verdict should be and why, along with questions surrounding rape myths and beliefs regarding women. Results indicate that female students were more likely to find the defendant guilty. None of the attitudinal variables or plans to work in the criminal justice system, however, had an effect on the verdict. Multiple factors such as gender, race, and hostility toward women influenced attitudes regarding rape myths. These findings suggest that attitudes may be less important when determining sexual assault defendants’ guilt than the facts of the case. Policy implications are discussed. 相似文献
3.
The attitudes toward homosexuality, abortion, and sexual variance were measured in 45 Louisiana undergraduate students before and after a course on human sexuality. The 1-semester course involved lectures and group discussion. The students overwhelmingly identified themselves as heterosexual in orientation. Post-test scores indicated that the course had not significantly changed attitudes toward heterosexuality, homophobia, sexual variance, and legal abortion. On the other hand, there was a significant change of attitudes toward homosexuality, with post-test scores suggesting more permissive, positive attitudes. The reason is unclear why attitudes toward homophobia did not change in tandem with attitudes toward homosexuality. Although attitudes toward abortion did not change significantly as a result of the course, the scores in this category (30 pre-test, 34 post-test) revealed an unexpected liberalism and were twice as high as those recorded for Right-to-Life members in other surveys. 相似文献
4.
Barbara N. Kupetz 《Early Childhood Education Journal》1994,21(3):34-37
Summary Prejudice and discrimination can be both subtle and blatant. It offends and affects both young and old. If our goal as teacher
or caregiver is to guide children to grow up in a world that celebrates diversity and strives to reduce and eventually eliminate
destructive forces such as racism and sexism, then we must analyze our homes and clssrooms through a wide-angled lens that
allows us to see the presence of ageism and its manifestations. In a society that seems to be increasingly segregated by age,
we have a tremendous responsibility to examine ways in which we endorse and teach values regarding the worth and dignity of
each human being. We must begin to direct the experiences children have toward the development of positive attitudes toward
all people including the elderly.
When young children digest behaviors, images, and perceptions, they will begin to form attitudes that have a powerful influence
on their present and future behavior. It is only as young and old alike are able to understand and develop healthy attitudes
toward their own aging process and cultivate the positive attitudes that allow them to develop intergenerational relationships
that they will be able to realize their own full potential. 相似文献
5.
Undergraduates’ Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs 总被引：1，自引：1，他引：0
Gavin W. Fulmer 《Journal of Science Education and Technology》2014,23(1):198-206
Attitudes toward science are an important aspect of students’ persistence in school science and interest in pursuing future science careers, but students’ attitudes typically decline over the course of formal schooling. This study examines relationships of students’ attitudes toward science with their perceptions of science as inclusive or non-religious, and their epistemological beliefs about epistemic authority and certainty. Data were collected using an online survey system among undergraduates at a large, public US university (n = 582). Data were prepared using a Rasch rating scale model and then analyzed using multiple-regression analysis. Gender and number of science and mathematics courses were included as control variables, followed by perceptions of science, then epistemological beliefs. Findings show that respondents have more positive attitudes when they perceive science to be inclusive of women and minorities, and when they perceive science to be incompatible with religion. Respondents also have more positive attitudes toward science when they believe scientific knowledge is uncertain, and when they believe knowledge derives from authority. Interpretations of these findings and implications for future research are discussed. 相似文献
6.
Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women's birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women's mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women's preparation for birthing. 相似文献
7.
To examine attitudes towards gays and lesbians in an undergraduate criminal justice sample and to test previous research suggesting that law enforcement students hold higher levels of homophobia, we surveyed 453 undergraduates. Results indicated higher levels of anti-gay attitudes in criminal justice majors compared to a small sample of non-criminal justice majors and similar levels of anti-gay attitudes between law enforcement and other criminal justice students. Gender, race, religion, gay/lesbian friends, patriarchal attitudes, and completing a social science minor outside of criminal justice were found to be significant predictors of attitudes toward gays and lesbians; while the number of courses in which homosexuality issues were included in discussion was not. These findings are discussed and we offer suggestions for criminal justice curriculum that may assist our students in maintaining and upholding a fair and just criminal justice system. 相似文献
8.
Wendy R. Calaway Todd Callais Robin Lightner 《Journal of Criminal Justice Education》2016,27(3):432-448
The pedagogical approaches of a criminal justice education affect the attitudes and perceptions of those most likely to develop and administer criminal justice policies in the future. This study examines the effect of a prison tour on students’ understanding of prison and attitudes about punishment. Undergraduate criminal justice students were given a survey to assess their attitudes about prisons, prisoners, and alternative sanctions before and after a field trip to the Southern Ohio Correctional Facility. Post-survey responses showed changes in students’ perceptions regarding punitiveness, prisons, prisoners, and rehabilitation. We discuss this finding within the framework of the contact hypothesis, and we recommend including this type of first-hand exposure as part of a criminal justice curriculum. 相似文献
9.
Peter J. Benekos Alida V. Merlo William J. Cook Kate Bagley 《Journal of Criminal Justice Education》2013,24(2):273-296
The philosophy and practice of juvenile justice have experienced significant transformations in the last 100 years. A shift to “get tough” attitudes has prompted various legislative reforms and has changed if not hardened attitudes toward youth. In context of these policy developments and social attitudes, this paper summarizes a preliminary study of 1104 undergraduate students on their attitudes on juvenile justice policies in the United States. Student perceptions of school violence, and attitudes toward zero tolerance and drug testing are reported. The authors discuss the responses of criminal justice majors and consider the implications of their academic experience on knowledge and attitudes about juvenile justice. 相似文献
10.
《学习科学杂志》2013,22(4):507-526
In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a cognitive flexibility approach when measuring attitude changes. Specifically, in this study, we examined whether a learning task assigned to the learner impacts his or her attitude toward the emotionally charged and complex topic of sexual harassment. Results suggest a task need to be carefully constructed so that learners may adapt their attitudes toward sexual harassment. 相似文献
11.
This study examined the ability of a lifespan course to create positive change in both knowledge of, and attitudes toward, aging of undergraduate students. Additionally, we questioned whether students define the point at which one is considered to be old in similar ways. Findings indicated positive change in both knowledge and attitudes, but perceptions of old age were best predicted by attitudes alone. Knowledge and attitudes were not associated at Time 1 or Time 2, implying ageism may continue to exist within student populations. Suggestions for educators to combat ageism are provided. 相似文献
12.
Neuroanatomy education: The impact on perceptions,attitudes, and knowledge of an intensive course on general practice residents 
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下载免费PDF全文 Mavilde Arantes Joselina Maria Barbosa Maria Amélia Ferreira 《Anatomical sciences education》2017,10(5):465-474
General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents’ perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants’ attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as “extremely useful,” and 3 (15%) rated it as “very useful.” This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465–474. © 2017 American Association of Anatomists. 相似文献
13.
This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that indicate both consensual and divided attitudes toward student diversity. The study results indicate opportunities for both preservice teachers and teacher educators to find and create bridges to understand gaps in attitudes toward student diversity, which may help improve the effectiveness of multicultural teacher education. 相似文献
14.
Service Learning as a Mechanism for Change in Attitudes and Perceptions of Human Services Students Toward Substance-Dependent Mothers 总被引：1，自引：1，他引：0
The purpose of the study was to explore the potential effectiveness of service learning as a pedagogical technique for providing substance abuse education to human services/social work students. Using a quasi-experimental design, the authors assigned 38 human services undergraduate students to experimental and comparison groups on the basis of their availability to attend a service-learning project in substance abuse. The service learning consisted of a 30-min educational presentation followed by a visit to a residential substance abuse treatment facility for women. Results indicated that service learning in substance abuse had a positive effect on the general knowledge, perceptions, and attitudes of human services students toward substance-dependent mothers and their children. The findings from this exploratory study support future research in this area. 相似文献
15.
Seeking to extend curricula in a Psychology of Aging course, an online Internet test that assesses user's implicit attitudes was used as part of a learning activity to enhance students' awareness of age-bias in social perceptions. A pretest-posttest methodology examined the efficacy of this learning activity in three separate investigations. Overall, results suggest the learning activity increases students' awareness of cognitive biases in their perceptions of others. Further, self-enhancement motivation and alliance with a group that has suffered prejudice or discrimination were found to mediate bias ratings. The need to recognize age as a diversity issue and promote positive representations of older adults is discussed. 相似文献
16.
The present study examined the child-rearing attitudes of incest and nonincest child sexual abuse survivors and their perceptions of their own parents' behavior. From a sample of women with a history of child sexual abuse, 40 women with children completed questionnaires designed to assess their own and their parents' child-rearing behavior in terms of the dimensions of parental acceptance and control. The data indicated that women from incestuous backgrounds had more negative perceptions of their fathers and mothers in terms of acceptance and control than women abused by men who were not related to them. Moreover, incest victims who perceived their mothers negatively endorsed autonomy promotion in their own attitudes toward child rearing. The findings are discussed in terms of (1) the lack of positive parenting models when relations with both parents are experienced as negative, (2) incest survivors' conflicts about their own early maturity, and (3) the relation of these findings to the tendency for intergenerational repetition of father-daughter incest. 相似文献
17.
The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard's potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding. 相似文献
18.
19.
Yu-Tzu Lin Chia-Hu Chang Huei-Tse Hou Ke-Chou Wu 《Interactive Learning Environments》2016,24(7):1552-1573
This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history. 相似文献
20.
Cedric Michel 《Journal of Criminal Justice Education》2017,28(1):52-73
The purpose of this study was to assess the effects of exposure to information about white-collar crime among college students on changes, if any, in their opinion toward it. The research design employed a one-group pretest–posttest design. Undergraduate students enrolled in a college course on white-collar crime answered a survey that measured their level of knowledge about crimes of the powerful and general sentiments toward them both on the first and last day of the semester. With the notable exception of environmental racism, subjects’ knowledge about white-collar crime—which was already high at time 1—did not statistically increase during the course of the semester. Similarly, attitudes toward white-collar crime remained both negative and stable. Correlational analyses between knowledge gains and changes in sentiments revealed that better-informed subjects were generally more likely to consider white-collar crime a serious issue and to recommend tougher sanctions against its perpetrators. 相似文献