Challenging Gender Stereotypes: Resistance and Exclusion          下载免费PDF全文

Kelly Lynn Mulvey  Melanie Killen 《Child development》2015,86(3):681-694

The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls.  相似文献   

Towards shaping the field: theorising the knowledge in a formal course for academic developers     

Jo-Anne Vorster  Lynn Quinn 《高等教育研究与发展》2015,34(5):1031-1044

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.  相似文献   

The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic     

Smith  Jessi L.  Vidler  L. Lynn  Moses  Michele S. 《Innovative Higher Education》2022,47(5):875-893

Innovative Higher Education - Anticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for...  相似文献   

Experiential learning of management principles via online student-manager discussions     

Lynn A. Fish 《Decision Sciences Journal of Innovative Education》2023,21(4):208-223

This teaching brief describes an experiential project used in a graduate Principles of Management course for nonbusiness undergraduate students. Groups of four to six first-year MBA students interviewed a seasoned manager online twice over the 8-week course and discussed the applications of course material. Project subtopics included an introduction to management, strategic management, ethics and social responsibility, innovation and change management, international business, organizational structure, authority and job design, human resource management, leadership, and communication, operations management, and business analytics. Students completed a group report and an individual reflection on their experience. Over 92% of graduate students in the class indicated that the project was a positive learning activity.  相似文献   

Team learning in IT implementation projects: Antecedents and consequences     

Ali E. Akgün  Gary S. Lynn  Halit Keskin  Derya Dogan 《International Journal of Information Management》2014

This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes.  相似文献   

Emotion Work Revealed by Job Loss Discourse: Backgrounding-Foregrounding of Feelings, Construction of Normalcy, and (Re)instituting of Traditional Masculinities     

Patrice M. Buzzanell  Lynn H. Turner 《Journal of Applied Communication Research》2003,31(1):27-57

Three emotion work themes were displayed in the discourse of individuals who lost their jobs and of their family members. Foregrounding-backgrounding of emotions indicated not only how some individuals and family members exerted effort to express positive emotions, but also why they would do so (for deep authenticity). In the construction of normalcy, respondents made an effort to portray and enact their lives as similar to the way things were before the job loss. By (re)instituting traditional masculinities, the men who lost their jobs were able to be "real" men in an emasculating situation. Taken together, these findings offer possibilities for further theoretical development and for communication interventions that can be applied by human resource professionals, career and outplacement counselors, family members, friends, and the individuals themselves.  相似文献   

Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献   

VI. General Discussion     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):96-104

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“There's a Great Big Beautiful Tomorrow': Historic Memory and Gender in Walt Disney's “Carousel of Progress”     

Lynn Y. Weiner 《Journal of American culture (Malden, Mass. : 2003)》1997,20(1):111-116

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The value of digital tutoring and accelerated expertise for military veterans     

J. D. Fletcher 《Educational technology research and development : ETR & D》2017,65(3):679-698

This report concerns use of a digital tutor to accelerate veterans’ acquisition of expertise and improve their preparation for the civilian workforce. As background, it briefly discusses the need to improve veterans’ employability, the technology of digital tutoring, its ability to produce advanced levels of technical expertise, and the design, development, and earlier assessment of a specific digital tutor, which motivated use of this tutor to develop veterans’ technical expertise and employability. The report describes the tutor’s use in an experimental program for veterans, an assessment of its success in preparing veterans for employment, and return on investment from its use compared to other investments in education and training.  相似文献