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This paper suggests that changes in society, particularly Western nations, require us to look at male and female development and youth preparation for future roles from a systems perspective. As indicators of need to use different methods of career guidance, the author cites 1) the narrow range of possibilities from which girls and boys choose; 2) the gap between perceptions and reality; 3) the pervasiveness of sex-role stereotyping and its limiting effects; 4) the growing linkage between work and family roles; and 5) the lack of communication between the sexes about future roles and goals. She suggests that the reality of social change, difficult though it is for some to accept, requires us to more adequately prepare youth for the exponential change which is occurring around the world. She analyzes some of the changes which have occurred and discusses possible consequences for individuals, work, and family.Invited paper prepared for the International Round Table for the Advancement of Counselling, University of Lausanne, Switzerland, September 5–9, 1982. 相似文献
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听说北京奥运吉祥物诞生了。这个“MAKE”集团的董事长“MADE”就忙个不停，忙着借机将奥运吉祥物变成“摇钱树”，在奥组会举办的全球商家形象和品牌推广“盛宴”上，“MADE”董事长抓紧时机结合来宾介绍了他们公司的构成情况和产品特色。[编者按] 相似文献
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Wanhsiu Sunny Tsai 《亚洲交流杂志》2013,23(4):423-439
This study examines how Taiwanese commercials represent women and men, particularly men, in the family context as spouses and parents. A content analysis of prime-time commercials indicates that advertising representations of gender roles have made only slight and slow progress. Men are much less likely than women to be shown doing housework and taking care of children. When men are shown as nurturant fathers, their involvements with children are limited to playing with offspring. 相似文献
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Sunny S.K. Lam 《亚洲交流杂志》2013,23(3):322-340
Information communication technologies (ICTs) create new channels and repertoires for mediated communication among parents and their children in mobile locations, thus playing a special role in reinvigorating intergenerational family solidarity in contemporary translocal China. For China's rapid, uneven economic development since 1978, social mobility has been fast growing and many family members are separated into different locations for seeking upward mobility as reciprocal aspirations. Some cases of translocal Chinese, studying, working, and living apart from their elderly parents were studied to investigate ICT's impact on family solidarity within the new dynamics of more symbolic and symmetrical family obligations and interactions. Their demonstrations of redefined sociability and intergenerational relationships via connected presence provide a promising new direction for social support and knowledge exchanges in translocal China with a special attention to the multifacets of mobilities and localities in the lives of the contemporary Chinese. A new model of family solidarity is proposed by the proper use of ICTs as new channels for intergenerational communication to supplement but not to replace the traditional ways of ‘togetherness’ by face-to-face interaction among the elderly Chinese parents and their adult children in remote locations. And this is deployed to reinvigorate parent–child relationships of the ‘relational families’ characterized by ‘autonomy of the generations’ in a balance of individualism and collectivism for seeking upward mobility and social cohesion in order to partly solve the social pressure of aging population and rural–urban divide, especially under the special conditions of China's one-child policy and jumping scale of economic development. 相似文献
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Cijy Elizabeth Sunny Gita Taasoobshirazi Lauren Clark Gwen Marchand 《Instructional Science》2017,45(2):157-175
Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed. 相似文献