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1.

Most British universities now have equal opportunities policies but the extent to which these policies have brought about real change in university departments is not clear. Management theory suggests that when trying to implement change in an organisation it is important to understand that organisation's culture. Opportunity 2000, a business initiative to try to increase the number of women (especially managers) in the British workforce stresses the importance of cultural change. However, there has been little attempt to 'measure' culture in relation to gender in university departments. This article explores the findings from an attempt to use Johnson & Scholes's cultural web to 'measure' the culture in a business studies department in an 'old' British university  相似文献   

2.
The study is an analysis of gender and power in British universities. It draws from a lifetime of experience of the difficulties encountered by those women who do reach senior decision-making positions in academic institutions, in the UK and overseas. It spans a period of forty years which begins with women as an unassimilated minority among student populations and moves to an analysis of their opportunities for shared control beneath the glass ceilings of the levels they attain as established academics. A survey of the incumbents of senior management roles in universities reveals few women. Fewer attain honorific positions. Suggesting that the observations made represent an improvement on the past, the paper presents two case studies of the implications of senior administrative work for academic women's professional lives. The first is of a small university weighted in favour of a narrow band of technological disciplines and the second a large mainstream university with many women staff. From here, commenting on external influences in Britain and elsewhere, the paper concludes by suggesting: ways in which women's leadership in academic institutions might be encouraged; the role of the professional bodies in monitoring and promoting this; and the learning required by women themselves to become effective as leaders for change once in position.  相似文献   

3.
This article explores some aspects of the role of race and gender in shaping women postgraduate students' experience of intercultural study. It focuses on various social and cultural aspects of their sojourn. These were suggested by data from two small pilot research projects investigating the experiences of two cohorts of international women postgraduate students, the one studying in an Australian university and the other, a Canadian. The authors focus particularly on the intersections between the students' representation of themselves as women and the way they see themselves represented by their host cultures. In other words, they are interested in the students' understandings of themselves as 'other', and how this impacts on their representations of 'self'. The authors suggest that these representations reflect a process of negotiation of identity that occurs in what they call the globalising university 'contact zone'. The concept of contact zones derives from post-colonial theory. A further goal of this article, then, is to examine how such data appear when viewed from a post-colonial perspective.  相似文献   

4.
This paper considers the cultural and economic positions of working-class men in the specific context of Merseyside, their attitudes towards education (taking into account, amongst other things their assumed 'breadwinner' role and its pertinence within the prevalent regional context of 'living off one's wits') and the effects on their levels of participation in higher education. Drawing upon recent research into mature students in British universities, the paper suggests that universities themselves need to change if they are to offer an image and environment that will appeal to the adult working class, and in particular the adult workingclass male (who on paper have the most to benefit from lifelong learning) and, significantly, the universities must reassess their 'community' role, and begin to think of themselves in terms of their 'local' remit.  相似文献   

5.
Women constitute a very small minority of the full time academic staff in British universities and are concentrated in the lower grades. Statistical evidence points to the fact that an important reason for this is that discrimination exists within the academic profession. However, there is very little empirical information on the nature of this discrimination and the institutional processes that serve to maintain it. The study reported here seeks to identify and illuminate these processes through the experiences and perceptions of women academics themselves. A total of 43 women were interviewed at length using a semi‐structured interview schedule, exploring issues such as recruitment and selection, probation, career development, appraisal, positions of power and the roles of women academics. It is suggested, in this paper, that we can begin to understand some of the factors which limit women's access to, and success within the profession by examining the evidence of women who have survived within the system.  相似文献   

6.
A questionnaire concerned with gender issues was completed by 2029 women and 2137 men students at a Scottish University. Of the women respondents, 1252 answered a question about whether they thought of themselves as feminists; 5% ticked 'always', 9% 'often', 59% 'occasionally' and 27% 'never'. Women in the 36-45 year old age bracket and postgraduate women were most likely to identify as feminists. This question was included in a factor analysis with items concerning gender roles. It loaded strongly only on the third factor, which linked strong feminist identification to an endorsement of an essentialist model of gender differences. Analysis of extended comments in response to a question about the image of feminism indicated that both male and female students were affected by negative stereotypes of feminism in the media. It was concluded that the study showed a somewhat stronger level of identification with feminism than previous studies.  相似文献   

7.
Women continue to be underrepresented in administrative positions within the education system in Ontario, Canada, despite the existence of employment equity policy for women for 20 years. However, while government reports present statistical data to monitor policy progress, little research has been conducted into how women administrators experience employment equity policy in their everyday lives. This paper uses data from interviews with female administrators to examine their perceptions of gender relations within the context of the provincial policy. First, the memories of these women, as they entered and achieved administrative positions, are presented. Second, I discuss their experiences of contradiction with respect to the policy in practice. Finally, I identify the ways in which these women construct themselves as agents of resistance and change. The paper concludes by arguing that existing relations and practices within the education system constitute an 'invisible policy', which must be acknowledged in order to understand the policy contradictions experienced by women educators.  相似文献   

8.
Although well documented from a British perspective, empirical research exploring the spiritual lives of primary school children in the Australian context is a field in which scholarship is beginning to emerge. This article reports on one particular finding which emerged from an Australian study seeking to identify some characteristics of children's spirituality in Catholic primary schools. The characteristic has been termed weaving the threads of meaning. It describes the way in which the children who participated in this study appeared to use their sense of wonder as a means of expressing their spirituality by piecing together a worldview based around their attempts at meaning making. This article argues that the existence of this characteristic presents a challenge for religious education, in particular for those programmes which operate within faith schools where the Christian narrative forms a source of the authoritative wisdom to be handed on to its students.  相似文献   

9.
Participation rates in higher education for British South Asian Muslim women are steadily increasing. The aim of this article, therefore, is to explore motivations and influences for entering higher education and to consider how these may contribute to current discourses surrounding Muslim women in Britain. The possible impact higher education may have on their future relationships and lifestyle choices is also briefly considered. Various notions of 'agency' have been expressed that are characteristic of the ongoing complex assessments made by these women in relation to both perceived familial obligations and their own aspirations. Their articulations suggest that higher education is increasingly viewed as a necessary asset in maintaining and gaining social prestige. This preliminary research indicates that young South Asian Muslim women are continually negotiating and renegotiating their cultural, religious and personal identities and that these processes operate in complex and sometimes contradictory ways.  相似文献   

10.
对我国大学信任不平衡结构的实证考察及理论思考,是大学信任研究和大学内部治理效能提升的应有之义。本文从权威文化和制度绩效两方面考察了我国层级性大学信任的生成机制,深入探讨了两者的共同影响和异质性效应。实证研究发现,当前我国大学信任呈现出随着大学层次的下降而逐级下降的层级性特点,这一特点受到了权威文化和制度绩效的负向建构作用。研究还发现,权威文化和制度绩效对层级性大学信任的影响不是单独起作用的,而是共同产生影响。研究结果表明,高等教育公平可以作为威权主义价值观影响层级性大学信任的替代性变量,应建立基于分类分层的大学信任差别化构建机制,以弥合重点大学信任和非重点大学信任的差距。  相似文献   

11.
'Widening participation' and increasing student diversity are currently key concerns across the higher education sector, and particular attention has been drawn to the persistent under-representation of working-class students within British universities. It is thought that widening participation in higher education (HE) can result in a number of social and economic benefits, at a national level, for under-represented social groups and for individual participants. Less is known about the viewpoints and understandings of working-class non-participants, such as whether 'official' perceptions regarding the value of HE are shared or contested. Focus group discussions were conducted with 109 non-participant Londoners, aged between 16 and 30 years, from a range of working-class backgrounds. Findings focus upon non-participants' constructions of risks, costs and benefits during application, participation and graduation. These perceptions of 'value' are discussed with relation to widening participation strategies amongst ethnically diverse 'working class' groups.  相似文献   

12.
The charity/tragedy discourse of disability and traditional versions of femininity bear some striking resemblances. Both are associated with dependence and helplessness, and with resultant practices that are implicated in the enduring reproduction of social and material inequalities. This article looks at the 'identity work' of a group of girls, all of whom had been identified as having 'special educational needs', in a mainstream school in the UK. Using findings from an ethnographic study, the article explores how the girls position themselves in relation to the subject 'special needs student'. The findings suggest that historical meanings associated with femininity and disability combine with contemporary schooling practices to produce a constrained range of subject positions around which the girls have limited room for manoeuvre.  相似文献   

13.
《师资教育杂志》2012,38(1):75-94

This research project is located in the present context of raising standards in initial teacher training. It is designed to identify similarities and differences in the way in which teachers perceive themselves in the role of 'mentor' in school-based teacher training in England and Germany. The aim of this study is to compare and evaluate concepts and procedures in mentoring with reference to the cultural and structural framework determining each setting. It focuses on the mentor's role in terms of 'adviser', 'trainer', 'partner', 'friend', 'assessor' and examines the extent to which these aspects of mentoring influence the development of beginning teachers. Following a qualitative approach, data collection took place by means of questionnaires and recorded interviews. By giving mentors their own voice in the form of direct speech statements, the data represent a range of individual perspectives. Aspects of similarity and difference between the two systems are used to raise generic as well as culturally specific issues and are discussed in relation to one another and to other research findings. Through the evaluation of the different approaches to mentoring it is hoped that further insights and a deeper understanding of the mechanisms involved can be gained.  相似文献   

14.
During the Australian National Professional Development Program (NPDP), 1994-1996, a large action-research project, Innovative Links between Universities and Schools for Teacher Professional Development, was undertaken. The project involved a consortium of 14 Australian universities working with over 100 schools (government and non-government) across all States and the Northern Territory. It was structured around the concept of Roundtables, whereby teachers engaged in school-based projects in conjunction with an academic associate from the partner university. The role of 'academic associate' demanded a rethinking of the role of university teacher educators in relation to teacher professional development. Six 'academic associates' and two teachers from the Murdoch University Roundtable formed a collaborative research group to investigate issues arising from their work with the project. The research was a self-reflective study of the work of the participants by those participants themselves. This paper relates the insights regarding collaborative work between academics and schoolteachers that emerged from the study.  相似文献   

15.

Views of self (using Gilligan's paradigm) and of the Christian God (using a similar, newly-developed paradigm) were explored in 44 first-year and senior Christian college students. Men aligned with a self-ethic of justice; women, more often with justice than predicted. Moral voice thus appears contextually dependent, contrary to Gilligan's earlier predictions. Senior students integrated both views of self, but not both views of God, more often than first-year students. This suggests that the Christian liberal arts context nurtures integrated and complex views of the self, but authoritative views of God. All but one student described God as authoritative; most did not see God as relational. This preference for authoritative views of God perhaps shaped the heavy justice self-ethic. Consistent with earlier findings, justice views of the self were generally elicited by impersonal dilemmas; authoritative views of God, in contrast, were equally associated with both impersonal and personal dilemmas.  相似文献   

16.
Conceptualisations of the self in relation to others are examined among a group of young women attending a fee‐paying school in England. As part of a larger study exploring intimacy and agency among young women from relatively privileged class backgrounds, 54 young women participated in focus group discussions and interviews. Findings reveal that young women strongly positioned themselves in relation to ‘others’ – both those they saw as ‘chavs’ and young people attending state schools. Yet, just as often, these young women sought to distinguish themselves from other private school peers. Within the privileged bubble the young women inhabited, locations within the wider private school network, type and extent of parental wealth, and fame were all markers used to differentiate the self from others.  相似文献   

17.
ABSTRACT In this paper I consider what appears to be an emerging feminist perspective within mathematics education that suggests that theories such as 'attribution theory' lay too much 'blame' upon girls and women for their underachievement in mathematics and not enough blame upon the wider school system. I attempt to extend this theoretical position further through the use of case study data from two schools. Interviews with underachieving girls are used to show the way in which girls link their underachievement, not to themselves, but to the type of mathematics that is widely taught in the UK, which they believe denies them access to understanding. An alternative model of mathematics teaching is described that is open and project-based and that may be able to eradicate underachievement and disaffection amongst girls.  相似文献   

18.

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.  相似文献   

19.
The goal of the present study was to investigate perceived similarities and differences in parenting styles between mothers and fathers in the same family. The 56 parents of 28 preschool children independently completed the parenting styles and dimensions questionnaire (PSDQ) [Robinson, C. C., Mandleco, B., Frost Olsen, S., & Hart, C. H. (2001). The parenting styles and dimensions questionnaire (PSDQ). In B. F. Perlmutter, J. Touliatos, & G. W. Holden (Eds.), Handbook of family measurement techniques. Vol. 2: Instruments and index (p. 190). Thousand Oaks, CA: Sage]. Results reveal only modest similarity in parenting styles used by two parents within the same home. Permissive (and to a lesser extent, authoritarian) parenting was somewhat positively associated across parents but no cross-informant association was found for authoritative parenting. Fathers perceive their spouses to be more authoritative, more permissive, and less authoritarian than themselves, whereas mothers only perceive themselves to be more authoritative than fathers. Parents who share similar parenting styles are more accurate at reporting on their spouses’ parenting styles than are parents with differing styles. Correspondence in parenting style across both parents in the home is important as are parental perceptions of similarity and differences in styles. Independent assessment of both mother's and father's parenting styles, and each parent's perception of their spouse's parenting appears needed in research and practical settings.  相似文献   

20.
The following statements were originally put forward for discussion at the British Sociological Association Education Study Group meeting on 'Education as Social Control' at the London University Institute of Education, 24 November 2001. They review what in the author's opinion would have been taken for granted during what Michael F.D. Young called 'the brief flowering of intellectual radicalism represented by the rise and fall of the "new sociology of education" ' (introduction to 1998). They apply this understanding to institutionalised learning in England today, along with some explanation of why such an understanding has been lost. The argument thus proceeds through statements of fundamentals to what should not, as John Cleese put it in an episode of Fawlty Towers , require for its comprehension 'an MA in the bleeding blindingly obvious'. It is advanced here in revised form as a similar contribution to debate, the original statements plus the PS remaining emboldened throughout.  相似文献   

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