Mentoring and sponsorship in higher education institutions: men’s invisible advantage in STEM?     

Pat O’Connor  Clare O’Hagan  Eva Sophia Myers  Liv Baisner  Georgi Apostolov  Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777

ABSTRACT

This article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM.  相似文献   

“UNITS OF ACTIVITY” IN RELIGIOUS EDUCATION AS A PROGRESSIVE SEES THEM     

Sophia Lyon Fahs 《Religious education (Chicago, Ill.)》2013,108(5):380-384

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Testing the instructional fit hypothesis: the case of self-explanation prompts     

Timothy J. Nokes  Robert G. M. Hausmann  Kurt VanLehn  Sophia Gershman 《Instructional Science》2011,39(5):645-666

Cognitive science principles should have implications for the design of effective learning environments. The self-explanation principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations for the task or problem.  相似文献   

Do cold-blooded animals have fevers if sick？     

Sophia 《海外求学》2011,(3):32-32

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The influence of the school hygiene and paedology movement on the early development of special education in Greece, 1900–1940: the leading role of Emmanuel Lambadarios     

Dimitris Anastasiou  Sophia Iliadou-Tachou  Antonia Harisi 《History of education》2015,44(4):437-459

This study focuses on the contribution of Emmanuel Lambadarios to special education in Greece in the early twentieth century. It examines Lambadarios’s involvement in special education, culminating in the establishment of the ‘Model Special School of Athens’ (PESA), the first public special education school for children with intellectual disabilities. It specifically explores Lambadarios’s key perceptions of the education of children with disabilities influenced by his medical-centred school hygiene and paedological views, studied within the broader international context of the first four decades of the twentieth century. This is an attempt to shed light on an unknown aspect of the early history of special education in Greece, which appears to be influenced by medicine. Moreover, the latent rivalry between the physician Emmanuel Lambadarios and the educator/head teacher of the PESA, Rosa Imvrioti, indicates an educational resistance to the attempted medicalisation of the early development of special education.  相似文献   

Ethnic Differences in Associations Among Popularity,Likability, and Trajectories of Adolescents' Alcohol Use and Frequency          下载免费PDF全文

Sophia Choukas‐Bradley  Matteo Giletta  Enrique W. Neblett  Mitchell J. Prinstein 《Child development》2015,86(2):519-535

Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; M_age = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context.  相似文献   

Teaching diversity: a reflexive learning opportunity for a teacher educator     

Sophia Han 《Teaching Education》2016,27(4):410-426

This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research.  相似文献   

Same Language,Different Histories: Developing a “Critical” English Teacher Identity     

Julia Menard-Warwick  Eric Ruiz Bybee  Enrique David Degollado  Sophia Jin  Shannon Kehoe  Katherine Masters 《Journal of Language, Identity & Education》2019,18(6):364-376

ABSTRACT

Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.  相似文献   

Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes          下载免费PDF全文

David S. Yeager  Valerie Purdie‐Vaughns  Sophia Yang Hooper  Geoffrey L. Cohen 《Child development》2017,88(2):658-676

This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206).  相似文献   

Transitioning from a foundation studies program to university: a study of mainland Chinese students     

Ian Teo  Sophia Arkoudis 《高等教育研究与发展》2019,38(4):864-877

ABSTRACT

Foundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article.  相似文献