The dynamics of “tokenism”: How college students are affected by the proportion of women in their major     

Linda J. Sax 《Research in higher education》1996,37(4):389-425

This study provides an empirical test of Kanter's theory of tokenism (1977a,b)—that individuals will be affected adversely by declining representation of their own gender within an environment. Using students' college major as the environmental backdrop, this study examines how the proportion of women in a major affects students' college grades, academic self-concept, mathematical self-concept, social selfconcept, satisfaction with the major, and persistence in the major. Data are drawn from the Cooperative Institutional Research Program's 1985 Freshman Survey and 1989 Follow-Up Survey. The sample includes 7,641 women and 5,074 men in 344 fouryear colleges and universities. Regression results indicate that the proportion of women in the major has essentially no impact on the cognitive and affective development of college students. Instead, this study illustrates how the relationship between the gender composition of the major and student outcomes can be accounted for by characteristics of students, aspects of the college environment, and the effects of major field.An earlier version of this paper was presented at the 1994 Meeting of the American Educational Research Association in New Orleans, Louisiana.  相似文献   

Campus profiles: Assessment at st. cloud state university     

Philip Keith  Sandra Keith  Linda Lamwers  Karen Schmid 《Assessment Update》1995,7(5):10-11

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Book reviews     

Linda A. Dove  David Atchoarena  Mary Hamilton  Colin Titmus  Myriam Bacquelaine  Manfred F. Prinz  Sheila M. Haggis  Ian Lister 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(3):235-248

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A systematic follow‐up approach for mainstreaming students with behavior and emotional disorders     

Linda Dickey  Linda Jaco  Margaret Williams  Nancy Sager  Tany Slay 《International Journal of Disability, Development & Education》1983,30(3):185-189

The Behavior Intervention Centres are part of the Houston Independent School District's (HISD) Special Education Department. Their purpose is to provide educational services to elementary and secondary students, aged 3 through 21, who exhibit either severely aggressive or severely withdrawn behaviours. This article describes a formalized follow‐up service considered by the authors to be a critical component of the BIC program.  相似文献   

Book reviews     

Charles F. Hoban  Robert W. Wagner  Roger Brown  James A. Fellows  Francis A. Cartier 《Educational technology research and development : ETR & D》1962,10(6):343-350

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(Trans)lating Identity: Exploring Discursive Strategies for Navigating the Tensions of Identity Gaps     

Phillip E. Wagner  Benjamin L. Compton 《Communication quarterly》2016,64(3):251-272

This study explored the formation and expression of gender identity among 19 self-identified transgender individuals through the use of qualitative, in-depth interviews. Through the lens of the Communication Theory of Identity (CTI), we examined how trans* individuals form and perform gender identity, the tensions produced between identity frames, and the discursive strategies used to navigate those tensions. We identified the manifestation of three specific identity gaps: personal-enacted, personal-relational, and enacted-relational. Furthermore, we discovered four discursive strategies previously recognized for navigating tensions that emerge from identity gaps: closeted enactment, passing, disengagement, and label changing, and we identified a fifth discursive strategy—hyper-engagement—used to navigate these tensions. Results revealed that these identity layers and discursive strategies collaboratively manifest and coalesce in response to specific communicative contexts. Our results are discussed within the resounding call for greater understanding of trans* identity formation and expression.  相似文献   

Comparing Student Performance and Growth in 2- and 4-Year Institutions     

Strauss  Linda C.  Volkwein  J. Fredericks 《Research in higher education》2002,43(2):133-161

This study examines the organizational characteristics of 51 higher education institutions in relationship to student performance and growth. The study first finds that organizational measures of mission, size, wealth, complexity, and selectivity are statistically represented by the 2-year versus 4-year college mission. Findings indicate that 2-year and 4-year campuses indeed do exert significantly different influences on undergraduate GPA and self-reported intellectual growth. Next, the study uses both OLS regression and HLM to examine these influences. High school percentile rank and college classroom experiences are better predictors of Cum GPA at 4-year institutions, while student effort is a better predictor of GPA at 2-year institutions. Whereas the most important predictors of Cum GPA include precollege measures such as high school percentile rank and SAT score, the most influential predictors of student intellectual growth are campus experiences including classroom vitality, peer support, student effort, commitment, and involvement. Controlling for all other variables, students at 2-year institutions receive higher grades, and students at 4-year campuses experience more growth.  相似文献   

Mapping teacher status and career-long professional learning: the Place Model     

Linda Clarke 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):69-83

This paper engages with key contemporary debates about teaching and teacher education through proposing an innovative, interdisciplinary model, the Place Model, which uses two senses of ‘place’ to provide comparative lenses for a timely, a-priori examination of the place of the teacher: place in the humanistic geography tradition as a process – a cumulative, career-long professional learning journey – and, also, place in the sociological sense of teacher status. This article considers a range of international literature before speculatively ‘populating’ the model with a range of examples in a way which raises important questions about conceptions of teachers across the globe, and provides an alternative and original vision of the profession.  相似文献   

Addressing the Need for Management Processes for Higher Education Accreditation     

Linda L. Brennan  Walter W. Austin 《Innovative Higher Education》2003,28(1):49-62

The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology.  相似文献   

On the relationship between environmental management, environmental innovation and patenting: Evidence from German manufacturing firms   总被引：1，自引：0，他引：1  

Marcus Wagner   《Research Policy》2007,36(10):1587-1602

This paper analyses empirically the relationship between environmental innovations, environmental management and patenting. In particular it tests a number of propositions on how environmental management systems and the interaction with environmentally more or less concerned stakeholders are associated with the probability of firms to pursue innovation in general (measured as patenting behaviour) and specifically environmental innovation (measured based on firm self-assessment and through patent data). In applying a negative binomial as well as binary discrete choice models the relationship is studied using data on German manufacturing firms. As a novel and important insight, the study finds that environmental innovation can be meaningfully identified using patent data and that environmental innovation defined this way is less ubiquitous than self-reported environmental innovation. It also reveals that the implementation level of environmental management systems has a positive effect exclusively on environmental process innovation, whereas it is negatively associated with the level of a firms’ general patenting activities. For environmental product innovation and patented environmental innovations a positive relationship with environmentally concerned and a negative link with environmentally neutral stakeholders is found.  相似文献