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1.
This study uses case study analysis to explore the ways that Spelman College, a historically Black women’s college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.  相似文献   

2.
Drawing on the expectation state theory, this paper seeks to analyse the social cognitive process of the impacts of gender stereotypes along with their culturally derived schemas of status belief, status characteristics and emotion at the early stage of women's endeavour to emerge as leaders in academia. Employing a convenience sampling and interviews held with five women academic participants from three public and private universities in the western region of Indonesia, this research reveals that two social cognitive practices affect women's endeavour to emerge as leaders; (1) the incongruities of cultural and cognitive expected status belief and status characteristics about females with the expected performance of leadership. The pervasive effect of these can be mitigated when women adopt a strategy of neglection, coupled with a strategy of networking both via their own networks and their husband's networks; (2) the incongruities of cultural and cognitive expected ways of emotional expression on women with the expected performance of leadership. This impacts the status conferral that shapes the worthiness of females to emerge as leaders, leading female leaders in our study to build a protective shield of emotion display to keep them perceived as worthy individuals for leadership roles.  相似文献   

3.
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions of higher education, especially around notions of widening participation. Notions of widening participation in policy and practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in a range of higher education subjects and settings.  相似文献   

4.
In the context of public debates on teacher quality, both media and education policy texts construct deficit discourses about teachers, discourses that work together to inform public, commonsense understandings of teacher quality. This paper explores the interrelationships between discourses on teachers constructed on television and in policies in the Australian policy context. Critical discourse analysis was employed to trace the links between the discourses on teachers constructed in a television situation comedy and discourses in the policy documents that inform the Australian Government Quality Teacher Programme. The paper demonstrates the interdiscursivity of media and policy discourses on teacher quality by analysing the ways that the television sitcom constructed a particular version of teachers within the quality policy context. The analysis highlights the need for teachers to challenge these deficit discourses. The paper concludes by arguing for a rethinking of teacher professionalism in ways that include active engagement in public debates on education.  相似文献   

5.
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report. The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’ politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools.  相似文献   

6.
In this paper, we discuss how ‘with-woman’ midwifery and doula care provide resources for rethinking the theory and practice of academic supervision from a feminist perspective. We identify how the tradition of accompaniment in both birth work and academia is under threat given the economic reforms facing public sector education and health care. Despite these pressures, we suggest that the practice of focusing on the pregnant woman as an ‘expert’ on her pregnancy rather than on the foetus or the delivery – that is, the ‘product’ of her pregnancy – would help transform how we theorise and practise academic supervision. The aim of the supervisory relation would mean supporting the student’s direct relation to the intellectual, embodied and emotional process of completing the PhD. Such an approach suggests ways in which the pedagogical practices of contemporary midwifery and doula care can inform academic supervision in the neoliberal university.  相似文献   

7.
This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood to change positions within academia. The indications are that women and men are equally committed to their academic careers in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support, advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership, rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed in order to attract more women scientists and narrow the current gender gap.  相似文献   

8.
This paper reveals how the provision of teacher professional development is conceptualised within the Australian Government Quality Teacher Programme (AGQTP) policy text and its predecessors, and uses these texts to infer the nature of the production practices associated with the development of these policies. The paper argues that multiple tensions within these texts gesture towards support for complex and contested approaches to professional development during the policy production process. To make sense of this contestation, the paper draws suggestively upon Bourdieu’s field theory, which conceptualises the social world as consisting of social spaces or “fields”, and extensions of his theory, which reveal fields as exerting considerable influence upon one another. The paper argues that “Quality Teacher Programme” texts infer support for more progressive, social democratic approaches to the provision of teacher professional development within the educational policy field, as well as more economistic and neoliberal approaches.  相似文献   

9.
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and science education reforms. Many in the mathematics and science education research communities lament the lack of influence that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment, and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and development results to the broader political and education communities; therefore, applicants agree to these requirements without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional comparisons, and direct influence on policy.  相似文献   

10.
In this article, I discuss two areas of Andy Hargreaves’ scholarship, teachers’ identity and biography and the three periods of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe research projects, including self-studies, in which I have examined the influence of teachers’ identities and biographies on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers’ identity and biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational change—a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization, along with the monocultural restoration—to corresponding policies and practices of responding to student diversity in the US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational leadership and diversity.  相似文献   

11.
This paper examines a group of Chinese educational leaders’ leadership practice changes after undertaking a leadership development course offered by an Australian university in China. It presents their self-reported changes in leadership practice profiles and features selected vignettes. The study was primarily qualitative and interpretative, based on the interview responses of 20 participants. The findings showed that exposure to different perspectives appeared to expand participants’ views and equip them with a wider range of leadership strategies. Despite some observable differences in practices reported by participants from the three sectors (school, educational system, and university), there seemed to be more similarities than variance. The respondents were cautious about radical changes in leadership practice, reiterating that local contexts and cultures must be considered when accommodating Western educational ideas. The study suggests that participants’ self-reported changes in leadership practices resulted from mediation of contextual and cultural conditions rather than the direct transfer of Western ideas and practices into the Chinese context.  相似文献   

12.
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16 key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative values education discourses, particularly civics and citizenship education, values inculcation and character education. In practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches. The paper argues for such alternative practices and policy that is more diversified and student-centred.  相似文献   

13.
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality. Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform policy.  相似文献   

14.
In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members’ perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.  相似文献   

15.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools.  相似文献   

16.
Variation theory and the different ways of experiencing educational policy   总被引：2，自引：1，他引：1  
Differences and contradictions in understanding education policies such as ‘Teach Less, learn More’ may cause confusion between the intended meaning and actual implementation. Approaches to understanding public policy, such as discourse analysis, are useful for highlighting such differences, but do not explain how these differences may be explained in relation to each other. Phenomenography and variation theory offer an alternative, by examining the variation within, rather than the differences between, experiences of an educational policy. In the past decade, there have been significant developments in the theoretical and methodological underpinnings of phenomenography which were initially labeled as ‘new phenomenography’, but gradually came to accepted as variation theory. In this article, I trace the development of phenomenography to variation theory and explain the critical differences between classical phenomenography and variation theory. I argue that variation theory is useful for describing educational policy from the perspective of how it is experienced, and that these different ways of experiencing a policy may in turn be understood and utilised in theoretical, analytical and pedagogical ways.  相似文献   

17.
This article examines the intersecting logics of human capital and national security underpinning the corporate school reform movement in the United States. Taking a 2012 policy report by the Council on Foreign Relations as an entry point, it suggests that these logics are incoherent not only on their own narrow instrumental terms, but also more importantly in terms of progressive ideals of human and educational flourishing. The article proceeds to draw on discussions within the fields of international relations and critical security studies in order to think through what it might mean to reframe educational policy within the terms of human security rather than human capital and national security. It further explores both the possibilities and distinct limitations of extant human security discourses and policies in relation to global neoliberal governance and biopolitics. The article concludes by advocating for a critical human security framework in educational policy along three conceptual lines: (1) A Human beyond Human Capital; (2) Symbiotic Parallelism; and (3) Altersecurity. Ultimately, it suggests that human security for educational flourishing might offer insight into transcending the idea of security altogether.  相似文献   

18.
This literature review aims to understand the factors that influence the adoption of school leadership policy reforms and whether there are some common trends that lead to policy changes in this area. The main question driving the study was the following: what are important reasons or contextual factors that have influenced the adoption of school leadership policy reforms? The analysis shows that there is an eclectic set of research that covers school leadership from different perspectives. Each tackle the question of school leadership reform adoption from different angles. A policy perspective associates school leadership reforms to contextual changes in relation to decentralisation, school autonomy, accountability or an increasing emphasis on education outcomes. School improvement perspectives acknowledge the key role of school leadership in education change. The research on school leadership impact has contributed to the adoption of school leadership reforms. The school leadership policy perspective shows that countries have introduced school leadership reforms, with practices varying by country and context. Some have been interpreted as a response to a new public management agenda or to the globalisation of education policies. Findings from this review indicate that whilst there is much research on school leadership, nevertheless, analysis and promotion of policies to support and strengthen school leader roles to support school improvement appears to have received less attention.  相似文献   

19.
Changed funding arrangements and views of education have resulted in a re-prioritization of activities and practices in Australian universities. While considerable research attention has been given to the consequences of these changes for university policies and the activities of academic staff, less attention has been given to how students perceive these changes. In this paper, undergraduate students’ experience of the commodification of higher education sector are explored. The evidence suggests that the changed context is beginning to affect how students perceive university priorities and their effects on teaching and learning.  相似文献   

20.
Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point to further examine foreign-born women faculty socialization into faculty roles and their academic work culture.  相似文献   

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