The role of feedback in the under-attainment of ethnic minority students: evidence from distance education     

John T.E. Richardson  Bethany Alden Rivers  Denise Whitelock 《Assessment & Evaluation in Higher Education》2015,40(4):557-573

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they received for their assignments. The assignments submitted by 470 ethnic minority and 470 matched white students taking a distance-learning course were compared using a computer system, Open Mentor, to categorise the feedback given by tutors based on a scheme devised by Bales. Asian and black students and students of mixed ethnicity obtained lower marks for their assignments than did the white students. However, there were only small differences between the ethnic minority students and the white students in terms of the pattern of feedback that they received, and these disappeared when the marks that they had received for their assignments had been taken into account. It is concluded that students from all ethnic groups received feedback that was commensurate with their marks, and that the origins of the attainment gap in ethnic minority students in UK higher education must be sought elsewhere.  相似文献   

羌浑族群关系考辨     

石德生 《青海师范大学学报(哲学社会科学版)》2004,(5):76-80

羌人和吐谷浑是西北史上两个重要的古代族群，关于浑、羌族群关系曾有“羌化浑”及“形成新族群”的两个不同的结论。本结合现有史资料详细地考察了羌、浑族群互动、社会结构同化、族群权力分布、族群意识、族群身份认同等状况，得出了羌、浑族群关系处于互化状态的结论。  相似文献   

Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity     

Corina van Doodewaard  Annelies Knoppers 《Gender and education》2018,30(2):187-204

Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student–teacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour.  相似文献   

The challenge of shaping socially responsible teachers*     

Carmen Mohamed 《Education 3-13》2019,47(1):74-88

It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children.  相似文献   

A Critique of the Stem Pipeline: Young People’s Identities in Sweden and Science Education Policy     

Heather Mendick  Maria Berge  Anna Danielsson 《British Journal of Educational Studies》2017,65(4):481-497

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.  相似文献   

Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success          下载免费PDF全文

Maria Ong  Janet M. Smith  Lily T. Ko 《科学教学研究杂志》2018,55(2):206-245

Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018  相似文献   

Educational Debt Burden Among Student Borrowers: An Analysis of the Baccalaureate & Beyond Panel, 1997 Follow-Up     

Price  Derek V. 《Research in higher education》2004,45(7):701-737

Using the National Center for Education Statistics' Baccalaureate & Beyond Longitudinal Survey, a nationally representative sample of 1992–1993 college graduates, this paper examines the relationship between educational debt burden and student race, ethnic, gender and income characteristics 4 years after receiving the bachelor's degree. The results indicate strong effects of family income, race and ethnicity on excessive educational debt burden among student borrowers. That is, students from lower-income backgrounds, Blacks and Hispanics have a significantly greater risk to have excessive educational debt burden 4 years after receiving the baccalaureate degree. Students with high educational debt burdens borrow more for college and have lower average salaries than do other students.  相似文献   

艺无优劣品有高下──中国油画改革现状刍议     

高爽 《荆门职业技术学院学报》2008,23(5):90-93

中国油画的民族性体现在每一幅具体的作品中,是一件自然而然的事;一个画家应该确立自己的艺术风格,不应该永远停留在学生时期的习作阶段;画不论"粗"与"细"都不应改变它的特性,应以"真、善、美"面对它的受众;中国油画的改革应该注意在民族精神层面上探讨,不可仅仅停留在表面形式的追求上。  相似文献   

Ethnic Conflicts and Identity Construction in a European Context     

王燕 《读与写:教育教学刊》2008,5(10)

"ethnicity". "othnie identity"and"ethnic conflicts"have been remaining a focus for research. In this article it will explain the understanding of ethnicity as well as the definition of ethnic groups and ethnic identity;illustrate the relationship between ethnlcity and ethnic conflict based on 4 kinds of examples;discuss 4 sorts of methods on minorities and display the aim and measures of EU identity construction.  相似文献   

Parenting behaviors and preschool children's social and emotional skills: A question of the consequential validity of traditional parenting constructs for low-income African Americans   总被引：1，自引：0，他引：1  

Christine M. McWayne  Marissa Owsianik  Linnie E. Green  John W. Fantuzzo 《Early childhood research quarterly》2008,23(2):173-192

Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1–103] work) with economically and ethnically diverse groups, despite the fact that evidence for the utility of these dimensions for predicting child and youth outcomes is equivocal. In this paper, we report on the findings from two independent studies by which we examined the relationship of traditional parenting constructs to children's social–emotional competencies among low-income, urban-residing African American preschool families with measures validated specifically for use with this population. In Study 1, 184 children and their families participated, whereas 210 children and their families participated in Study 2. Contrary to our hypotheses, across these two studies, findings failed to indicate significant relationships between constructs of parenting and children's social and emotional skills. Findings call into question the consequential validity of these constructs for this group and highlight inconsistencies among the larger body of parenting work. Implications for future theory-building and parenting research are discussed.  相似文献