Contradictory values in doctoral education: a study of gender composition in disciplines in Swedish academia     

Ulrika Haake 《Higher Education》2011,62(1):113-127

Contradictory values in the Swedish doctoral education system are analysed through an interview and survey study of different academic disciplines: female-dominated, mixed and male-dominated. The focus is directed towards how the selected disciplines conduct application and selection processes in doctoral education and special attention is given to values regarding doctoral ideals, what a successful thesis should be like, how gender balance or imbalance is explained, and how activities aiming at gender equality are carried out. In the findings of this study, some specific patterns that show gendered discipline cultures in relation to doctoral education are apparent. The analysis shows an unclear or ambivalent view on gender and gender equality work in doctoral educations. In many of the issues investigated, essentialist views on gender emerge and a focus on gender differences is evident. The implicit assumption is that men and women are different and contribute to the discipline in disparate ways. The effectiveness of gender-specific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.  相似文献   

Note on the economy of the windmill as a prime mover     

Alfred R. Wolff 《Journal of The Franklin Institute》1882,114(1):21-33

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Subgrouping of readers based on performance measures: a latent profile analysis     

Ulrika Wolff 《Reading and writing》2010,23(2):209-238

By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document texts, word reading and reading speed. Participants were 9-year-old Swedish students included in the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in 1991 (n = 4,184) and in 2001 (n = 5,099). The eight subgroups were compared on different background variables, such as gender, language at home, and cultural and socioeconomic factors. It was concluded that latent profile analysis proved to be a feasible methodology. The even performance profiles of good and average readers imply that reading is a skill with a high degree of transfer and generality. Several subgroups of poor readers with more heterogeneous performance patterns could be identified. The three most stable subgroups proved to be comprised of high performers, poor comprehenders and dyslexic students.  相似文献   

Sportpädagogik als Erfahrungswissenschaft     

Dennis Wolff 《Sportwissenschaft》2010,40(4):310-312

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Doing Leadership in Higher Education: The gendering process of leader identity development     

Ulrika Haake 《Tertiary Education and Management》2013,19(4):291-304

How leadership is done in higher education is analysed through a longitudinal interview study among the heads of department at a Swedish university. The focus is directed towards the construction and reconstruction of leader identity from the time when the heads were novices up until four years later when they were more experienced. The main result is the emergence of a gendering process in the discourse on academic leadership. At the end of the leadership assignment period, male and female department heads did not ever share the same subject positions and leader identity was described in differing terms in subject positions held by women and men, respectively. Three common identity development processes emerged: a vague development process where a non‐head of department identity was strong over time (men), a process towards a positive and clear manager identity (men), and a process towards a gender‐focused and problem‐oriented leader identity (women).  相似文献   

‘I want people to believe in me,listen when I say something and remember me’ – how students wish to be treated     

Ulrika Bergmark 《Pastoral Care in Education》2013,31(4):267-279

In Sweden the compulsory school curriculum prescribes that education should promote learning in different subjects while simultaneously assisting students to develop into citizens of good character. To achieve these goals students need to cultivate such character strengths as respect and responsibility, so that they can create positive relationships and live in a community. The development of these skills in a school setting could be called character education. Research shows that good character education promotes the moral development of students and also enhances their academic learning. Giving voice to students is the cornerstone of character education; if adults in schools listen carefully to students educational practice can be improved. This study was conducted in a secondary school in northern Sweden. The phenomenology of the life‐world and the principles of participatory and appreciative action research guided the research. The aim was to explore student voices as they described how they do and do not wish to be treated by others. The empirical data consisted of written responses to questions posed to students in Grades 7 and 8. The data analysis revealed four themes: striving for mutual understanding, being accepted for who you are, seeking honesty and truth and being acknowledged, recognized and encouraged. A comprehensive understanding of the themes suggests how practice may be improved in educational settings.  相似文献   

Students’ Representations of Scientific Practice during a Science Internship: Reflections from an activity‐theoretic perspective     

Pei‐Ling Hsu  Michiel van Eijck  Wolff‐Michael Roth 《International Journal of Science Education》2013,35(9):1243-1266

Working at scientists’ elbows is one suggestion that educators make to improve science education, because such “authentic experiences” provide students with various types of science knowledge. However, there is an ongoing debate in the literature about the assumption that authentic science activities can enhance students’ understandings of scientific practice. The purpose of the study is to further address the debate in terms of the ethnographic data collected during an internship programme for high school students right through to their public presentations at the end. Drawing on activity theory to analyse these presentations, we found that students presented scientific practice as accomplished by individual personnel without collaboration in the laboratory. However, our ethnographic data of their internship interaction show that students have had conversations about the complex collaborations within and outside the laboratory. This phenomenon leads us to claim that students experienced authentic science in their internships, but their subsequent representations of authentic science are incomplete. That is, participating in authentic science internships and reporting scientific practice are embedded activities that constitute different goals and conditions rather than unrefracted reflections of one another. The debate on the influence on students’ understanding of science practice is not simply related to situating students in authentic science contexts, but also related to students’ values and ideology of reporting their understanding of and about science. To help students see these “invisible” moments of science practice is therefore crucial. We make suggestions for how the invisible in and of authentic science may be made visible.  相似文献   

Fear of Failure and the Pass-Fail Grading Option     

William M. Stallings  Joseph L. Wolff  Martin L. Maehr 《Journal of Experimental Education》2013,81(2):87-91

The Pass-Fail (P-F) option presents (a) a natural setting for testing some implications of Atkinson’s concept of “fear of failure” (1, 2) and (b) a practical setting for evaluating one aspect of university policy. A sample of students enrolled for P-F credit was compared (on test anxiety, grade utilities under chance and skill conditions, grades, and course loads) with another sample taking course work under an A-F grading system. Only partial confirmation was found for a prediction that test anxiety should be negatively correlated with the difference between grade utilities under chance and under skill conditions. Other findings were (a) that test anxiety and grade option were not significantly correlated, and (b) that the P-F sample had significantly higher grades and heavier course loads.  相似文献   

The School for the New World Appears     

Boyd Wolff 《Clearing house (Menasha, Wis.)》2013,86(2)

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Caring and Daring Discourses at Work: Doing Gender Through Occupational Choices in Elderly Care and Police Work     

Andreas Fejes  Ulrika Haake 《Vocations and Learning》2013,6(2):281-295

This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.  相似文献