'She just got me’: supporting care experienced young people negotiating relationships and identities at school     

Gale Macleod  Robin Dallas-Childs  Colin Brough  Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35

In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities.  相似文献   

乡村振兴战略下农村公共体育服务的协同治理研究——基于多元主体协同治理模型     

张文静  沈克印 《沈阳体育学院学报》2020,(3):35-42

农村公共体育服务作为农村体育中的基本组成部分,其发展与治理是实现乡村振兴的重要内容,是提升体育治理能力现代化和实现体育强国梦的必经之路。运用文献资料、专家访谈等研究方法,结合乡村振兴战略的时代背景,基于协同治理的基本理论,把握农村公共体育服务协同治理的现实动因,分析农村公共体育服务协同治理中存在的均等化供给落实不到位、服务管理体制结构失衡、市场经济模式功能缺失、农民需求表达体系欠缺等现实问题。通过构建农村公共体育服务多元主体协同治理模型,确保治理公正平等、完善政府职能结构、促进机制融合发展、激发需求主体活力等方面实现农村公共体育服务有效治理。  相似文献   

What it means to be “one of us”: Discourses of national identity in the United States     

《Int J Intercult Relat》2020

In recent years, the transnational movement of people has resulted in increasing tension and debates about national identity. The present research utilized a discourse analytic approach to examine accounts of national identity in the U.S. among native-born U.S. residents, Mexicans living in Mexico, and Mexicans living in the U.S. Our analysis focused on two sets of diverging accounts of national identity. A first set involved participants' explanations of national identity as natural/essential, “felt”, or conditional, which served to either constrain how “American” immigrants could be or allowed for a more inclusive definition of national identity. A second set of accounts involved participants theorizing the national polity as a multicultural or monocultural space which functioned to construct national boundaries as permeable or reinforced (White) American dominance. These patterns of talk emerged across all interviews, although U.S. participants attended to more flexible and dilemmatic (e.g. inclusionary and exclusionary) accounts of national identity. We discuss the implications for the complexity of national identity.  相似文献   

Acculturative stress and cultural identity styles as predictors of psychosocial functioning in Hispanic Americans     

《Int J Intercult Relat》2021

We test acculturative stress, Hybrid (HIS) and Alternating (AIS) Identity Styles, and their interaction effects as predictors of psychosocial functioning over a 12-day period among Hispanic American university students. Participants completed measures of acculturative stress, HIS, AIS, and internalizing (anxiety and depression) and externalizing (social aggression and rule-breaking) symptoms on Day 1; on Day 12 they completed the symptom measures a second time. Structural equation modelling was used to examine the Day 1 effects of acculturative stress, cultural identity styles, and their interactions on Day 12 symptoms controlling for the Day 1 symptoms. We hypothesized that acculturative stress would predict more, and the HIS would predict fewer, symptoms and that the AIS would moderate the relationship between acculturative stress and symptoms over time. Results indicated that: (1) acculturative stress predicted an increase in internalizing symptoms; (2) the HIS predicted a decrease in internalizing and externalizing symptoms; and (3) the AIS attenuated the relationship between acculturative stress and externalizing symptoms. The results are discussed in relation to the distinctive features of internalizing and externalizing symptoms, and recommendations for future research are advanced.  相似文献   

Understandings of national identity and outgroup attitudes in culturally diverse Mauritius     

《Int J Intercult Relat》2020

This study investigated understandings of national group belonging in relation to attitudes toward foreign and established outgroups in Mauritius. Representative data were collected among the three numerically largest ethno-cultural groups (Hindus, Muslims, and Creoles; N_total = 1770) and results confirmed a distinction between “being,” “doing,” and “feeling” Mauritian among all three groups, with some small differences for Creoles compared to Hindus and Muslims. Furthermore, “being” Mauritian was not significantly related to attitudes toward established and foreign outgroups. In contrast, the “doing” understanding was negatively associated with both attitudes, and the “feeling” understanding showed positive associations with both outgroup attitudes among all three participant groups. The findings make a novel contribution to the literature on how people understand national identity, how these understandings differ between ethno-cultural groups within a nation, and how these relate to attitudes toward foreign as well as established outgroups.  相似文献   

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities     

Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

The benefits of ethnic activity group participation on older immigrant well-being and host country adjustment     

《Int J Intercult Relat》2020

Drawing on acculturation and social identity literatures, the present research extends on initial work on social group connectedness among older immigrants to examine in a quasi-experimental study the well-being benefits of participating in heritage culture groups. Older immigrant clients (N = 66) of six aged-care agencies in Australia were given diary booklets in which to complete a set of measures on selected days when they did or did not attend the agencies’ heritage culture group activities, over a 2-month period. Results showed that heritage group participation reduced loneliness and increased well-being. Future research should replicate and extend these findings to assist our understanding of how heritage culture group participation aids first-generation older immigrants with aging successfully in a foreign land.  相似文献   

The compatibility of zero-sum logic and mutualism in sport     

Adam Berg 《体育哲学杂志》2018,45(3):259-278

This essay argues that within competitive sport zero-sum logic and the theory of mutualism are compatible and complementary. Drawing on Robert Simon’s theory of mutualism and Scott Kretchmar’s argument for zero-sum logic, this article shows how athletes can strive for a clear-cut victory and shared benefits such as athletic excellence fully and wholeheartedly at the same time. This paper will also consider how acknowledgment of this dynamic could advance understandings for ethical theories for sport. It will then conclude by describing a subjective approach that will make the affinity of zero-sum logic and mutualism more accessible for sports people.  相似文献   

视觉运动追踪及其在体育运动中的应用与启示     

刘洋  漆昌柱  秦杰 《武汉体育学院学报》2018,52(8):78-84

运动员的视觉运动追踪能力是众多运动项目获得优异比赛成绩的关键因素，也是近些年运动心理学研究的重要问题。运用文献综述法对国内外关于视觉运动追踪的基本理论、研究范式及其在体育运动中的应用进行剖析，总结以往研究所取得的成果和存在的不足，探讨视觉运动追踪研究对体育运动成绩的影响与启示，为后续相关研究提供一定的思路与方法借鉴，为运动员心理选材及心理技能训练方法与策略提供理论参考和实证依据。  相似文献   

Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction     

Charlotte R. Pennington  Elizabeth A. Bates  Lauren T. Bolam 《Journal of Further & Higher Education》2018,42(5):596-607

In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.  相似文献