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1.
Abstract

Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would actually pose an identity threat to learners, especially members of a minority. Jewish and Muslim Israeli adolescents who studied about similarities and inter religious influences between Islam and Judaism showed varied and contradictory reactions. Jewish students decreased prejudice while Muslim students slightly increased them. Findings are discussed in light of above theories, and point to educational implications.  相似文献   

2.
There is an increased availability of online child abuse images, a proportion of which is created by young people in coercive and non- coercive relationships (sexting).ObjectivesThis Delphi study with adolescents as "experts" who had taken and shared sexual images, was conducted to identify appropriate responses to sexting where images are shared without consent and identify indicators of distress and ways to facilitate disclosure when the sharing of images causes anxiety or is associated with further victimization.Participants and setting124 adolescents from the United Kingdom completed an online survey. All self-identified as taking and sharing sexual images of themselves. 45 provided full survey responses (73% female; mean age 16.24) and of these 23 completed the second round. Recruitment was through social media and local schools.MethodsAn online two-round Delphi method was completed using a vignettes-based questionnaire. To assess consensus, a defined average percentage agreement (80% cut-off) was used. Qualitative content analysis identified relevant themes in responses to Round 1 which informed the Round 2 items.ResultsIn the first round 60 items were identified that endorsed views of problem identification, facilitation of disclosure, proportionate responding, and problem management. Overall, participants agreed that the clear majority of statements identified in Round 2 were important and thus achieved consensus.ConclusionsThis study represents a novel and inclusive approach through the formation of an expert panel of young people. These views may inform appropriate victim-centered management of cases where images have been shared without permission.  相似文献   

3.
Abstract

Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of the development of moral judgment in Nigerian and Pakistani cultures. For the first study, 120 Nigerian Muslim Hausa secondary school adolescents (60 boys and 60 girls), whose ages ranged between 14 and 16, were questioned individually about two of Piaget's moral judgment situations, representing two different moral attributes, clumsiness and equality. In the second study, 90 subjects (30 Nigerian Muslim Hausa, 30 Nigerian Muslim Yoruba, and 30 Pakistani Muslim Punjabi adolescents), whose ages ranged between 12 and 13, were questioned about one of Kohlberg's moral dilemmas. The nature of the subjects’ responses suggested that moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values.  相似文献   

4.
ABSTRACT

A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities.  相似文献   

5.
Abstract

Research on civic education, for the most part, investigates the alleged outcomes of deliberate civic education programs. Remarkably, few types of research have investigated how the outcomes of group process (e.g. based on religion) in schools, and more specifically, the pressure to conform to in-group norms, relate to civic educational goals (e.g. promoting tolerance for Lesbian, Gay, Bisexual, Transgender people). Against that background, this paper has two objectives. First, we assess social variation in perceived social pressure for religious conformity among Christian and Muslim Youth enrolled in secondary education in Flanders (N?=?2765). Second, we investigate the relationship between perceived social pressure for religious conformity and anti-gay sentiment. Our analyses are guided by social identity theory and rely on multilevel analysis. We find that for both Christian and Muslim youth, anti-gay sentiment is higher among young people who experience higher social pressure through the perceived expectations from talking with significant others about religion.  相似文献   

6.
ABSTRACT

This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimately asks, to what extent do students from minority communities of interpretation appropriate or resist the authoritative narrative of Islam offered in their classrooms, particularly around the question, “Who is a Muslim?” The central finding revealed a paradox of representation and participation for these students, who found their practice and interpretation of Islam silenced in the classroom curriculum, and yet felt obliged to defend Islam and educate others against stereotypes of Muslims. The implications of this study compel educators to explore decolonial approaches to teaching about the religious other.  相似文献   

7.
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8.
Abstract

The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.  相似文献   

9.
ABSTRACT

The goal of this paper is to describe and analyze the relationship between ability tracking and student social trust, in the context of low-income students in developing countries. Drawing on the results from a longitudinal study among 1,436 low-income students across 132 schools in rural China, we found a significant lack of interpersonal trust and confidence in public institutions among poor rural young adults. We also found that slow-tracked students have a significantly lower level of social trust, comprised of interpersonal trust and confidence in public institutions, relative to their fast-tracked peers. This disparity might further widen the gap between relatively privileged students who stay in school and less privileged students who drop out of school. These results suggest that making high school accessible to more students may improve social trust among rural low-income young adults.  相似文献   

10.
Abstract

Teacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children’s classroom experiences and outcomes. This paper analyzes 60 critical memoirs written by students about their own awareness of their identity to demonstrate the intersectionality of teacher identity, and in particular the impact of social class, ethnicity, gender, sexuality and religion on the processes whereby white students acquire a successful white teacher identity. In doing so, it highlights the ways white pre-service teachers who hope to work with young children imagine or realize their whiteness as it intersects with other aspects of their identities.  相似文献   

11.
ABSTRACT

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.  相似文献   

12.
ObjectiveResearch investigating the impact of child sexual abuse (CSA) in community samples of adolescents has been limited. This study aims to identify sexual abuse among ethnically diverse high school adolescents of both genders and evaluate their psycho-emotional consequences.MethodThrough the use of self-report instruments, a sample of 223 Latino and European American 16–19-year-old high school students were identified as either victims of CSA or as nonabused. The emotional impact of sexual abuse was also investigated among these ethnically diverse adolescent males and females.ResultsInitial findings revealed that those adolescents who gave inconsistent responses to CSA assessments questions were much more similar in patterns of psychological distress to CSA victims compared to nonabused teenagers. Prevalence analyses revealed that females (45%) were nearly two times more likely to report CSA than males (24%). Latinos (44%) were significantly more likely to experience CSA compared to European Americans (27%), and Latinas (54%) had the highest prevalence overall. Other findings indicated substantial differences in type of perpetrator. While female victims of CSA identified male perpetrators in 91.9% of cases, male victims of CSA identified female perpetrators in 52.9% of cases. Consistent with past research, sexually abused adolescents reported significantly greater psychological distress than their nonabused peers, regardless of gender or ethnic group. Gender differences emerged with females reporting greater psychological symptoms, but these differences were substantially reduced when CSA was controlled. European Americans reported greater anxious arousal symptoms compared to Latinos.ConclusionsOur findings suggest that the prevalence of CSA among adolescents is higher than existing research has noted for both males and females and particularly higher for Latinos compared to European Americans. Perpetration by females upon males may also be higher than research has noted. Our findings also revealed many ethnic and gender similarities and fewer differences in the psychological impact and circumstances of sexual abuse in this diverse sample of adolescents.Practice implicationsThe high prevalence of CSA among adolescent males and particularly Latinas emphasize the need to intervene on a community level and with parents for both prevention and intervention regarding issues of sexual victimization. The numbers of female perpetrators, especially when boys are the targets of abuse, may be higher than previously imagined and thus must be assessed tactfully and thoroughly. This study found that adolescents who reported CSA inconsistently had similar symptoms as those with confirmed CSA and therefore warrant greater attention and more persistent intervention. When treating victims of CSA, the Trauma Symptom Inventory (TSI) is effective in identifying specific areas of emotional distress to treat in sexually abused ethnically diverse male and female adolescents. Culturally relevant prevention efforts are needed for ethnically diverse children of both genders.  相似文献   

13.
Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

14.
Abstract

This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers.  相似文献   

15.
Fang Gao 《Gender and education》2018,30(8):1032-1047
ABSTRACT

Research on university-educated Muslim women in different cultural contexts has displayed an intricate and paradoxical connection between experiences of higher education and identity mediation. A traditional model conceptualizes Muslim female university students as ‘rebels’ against their heritage religion and culture. Recent developments in the context of poststructural feminism highlight the configuration of a hybrid self-image embracing the target and heritage cultures in an additive and empowering manner. To enhance our understanding of the potential impact of higher education on identity negotiation, this study employs the notion of identity capital in an analysis of two South Asian Muslim female university students in Hong Kong over a two-year period. Participants’ life histories reveal that personal capacity to invest in identity capital (a contextually-dependent hybrid self) relies on an individual’s unique possession of various forms of capital. This study thus cautions against generalizations about Muslim women’s university experiences, and suggests that Muslim minorities as multicultural students and that their multilingual/multicultural skills, as forms of ‘intercultural capital,’ should be valued by all societal institutions.  相似文献   

16.
ABSTRACT

This article reports on issues of diversity in the context of widening participation in global higher education (HE). Mature students represent a third of the HE student population in Australia, Canada, UK and the USA. More research is needed to understand factors that can facilitate or hinder access to HE for this group. The aim of this study was to examine factors that a small group of mature students perceived influenced them as they made the decision to take up HE. Six undergraduate students at a British university who were on track to finish their studies took part in semi-structured interviews. All participants were white and from families with no previous experience of HE. Mean age was 42.7 years (range 35–51), and 50% were female. The interviews were analysed using Interpretative Phenomenological Analysis. Through using phenomenological analysis to analyse perceptions of changing motivation and goals during the decision-making process to take up HE, a detailed understanding of the complexity of these change processes was obtained. The analysis offers evidence that mature students experience far-reaching personal and social changes related to their decision to enter HE and adds a novel understanding of these identity-changes. This new insight is of fundamental importance to the field because the novel understanding of mature students’ meaning-making could be used to tailor interventions to facilitate access to HE for mature students.  相似文献   

17.
Changes in religiosity, problem behavior, and their friends' religiosity over a 2‐year period were assessed in a sample of five hundred and fifty‐nine 15‐year‐old Indonesian Muslim adolescents. Adolescents self‐reported their religiosity, problem behavior, and friendships; the religiosity of mutual friends came from friends' self‐reports. A parallel process analysis of growth curves showed that adolescents' religiosity trajectories covaried with both problem behavior and friends' religiosity. Using a cross‐lagged model in which prior levels were controlled, religiosity at 10th and 11th grades predicted friends' religiosity 1 year later, suggesting that adolescents select friends of similar religiosity. This study provides evidence that religion is intertwined with other aspects of adolescent development and illustrates the importance of contextualizing adolescent religiosity within an ecological framework.  相似文献   

18.
ABSTRACT

Results of two studies of children's competence beliefs and achievement values for mathematics and reading are summarized. Approximately 1700 children and adolescents participated in the studies; the participants were in first through 12th grades. The studies were based on an expectancy — value model of achievement choice proposed by Eccles et al. (1983). Results indicated that children's competence beliefs and achievement task values are distinctive belief systems, even in first grade children. During the elementary school years, the strength of relations between children's competence beliefs and adult evaluations of children's competence increased across grade. Children and adolescents’ competence beliefs predict their mathematics performance, whereas their task values predict their intentions to continue taking mathematics.  相似文献   

19.
ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.  相似文献   

20.
Abstract

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme.  相似文献   

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