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Consistent with other sciences (e.g, Kass-Simon, 1993; Tang 2006), the field of kinesiology has been called a "masculine domain," which has an institutionalized culture biased against women (Brackenridge, Mutrie, & Choi, 2005). This paper represents the second part of a larger project that examined the life histories of eight trailblazing women in sport and exercise psychology. In the first paper (Krane & Whaley, 2010) we made the case for replacing these women into the history of sport psychology, based on their contributions to research, teaching and service to the field. In this study, we explored the experiences of these women with regard to the challenges they faced and how they overcame or coped with them. The specific themes emerging from the data analysis were the trailblazers' graduate school and early professional experiences, general campus climates, departmental politics, gender or discipline, coping and the cost of caring and giving back and moving forward. 相似文献
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Georgina Tsolidis Vikki Pollard 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):427-442
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. 相似文献
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José Luis Mateos-González Vikki Boliver 《British Journal of Sociology of Education》2019,40(2):145-158
Many countries, including Italy, are increasingly managing their public higher education systems in accordance with the New Public Management principle that private-sector management practices improve efficiency and quality. A key mechanism has been the introduction of performance-based funding systems designed to reward ‘high-performing’ institutions and incentivise ‘lesser-performing’ institutions to improve. Instead of improving efficiency and quality across the board, however, we argue that performance-based funding systems naturalise longstanding structurally determined inequalities between institutions by recasting national higher education systems as competitive institutional meritocracies in which institutional inequalities are redefined as objective indicators of intrinsic ‘merit’ or worth. We illustrate how performance-based university funding systems naturalise pre-existing inequalities between universities drawing on the case of Italy, a country characterised by longstanding inequalities between its northern and southern regions which demonstrably impact on the apparent ‘performance’ of universities. The concept of institutional meritocracy captures the illusory nature of this performance game. 相似文献
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Vikki Krane Sally R. Ross Katie Sullivan Barak Julie L. Rowse Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267
In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration. 相似文献
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Expansion,differentiation, and the persistence of social class inequalities in British higher education 总被引：1，自引：0，他引：1
Vikki Boliver 《Higher Education》2011,61(3):229-242
Conventional political wisdom has it that educational expansion helps to reduce socioeconomic inequalities of access to education
by increasing equality of educational opportunity. The counterarguments of Maximally Maintained Inequality (MMI) and Effectively
Maintained Inequality (EMI), in contrast, contend that educational inequalities tend to persist despite expansion because
those from more advantaged social class backgrounds are better placed to take up the new educational opportunities that expansion
affords (MMI) and to secure for themselves qualitatively better kinds of education at any given level (EMI). This paper sets
out to test the predictions of the MMI and EMI hypotheses against empirical data for the case of Britain where higher education
expanded dramatically during the 1960s and again during the early 1990s. The results show that quantitative inequalities between
social classes in the odds of higher education enrolment proved remarkably persistent for much of the period between 1960
and 1995, and began to decline only during the early 1990s, after the enrolment rate for the most advantaged social class
had reached saturation point. Throughout this same 35 year period, qualitative inequalities between social classes in the
odds of enrolment on more traditional and higher status degree programmes and at ‘Old’ universities remained fundamentally
unchanged. In short, social class inequalities in British higher education have been both maximally and effectively maintained. 相似文献
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The secret character of National Security Directives (NSDs) impairs Congress's ability to pursue its constitutionally mandated policy making and oversight roles when the president employs these directives to unilaterally make national security policy. In addition, their typically classified status presents numerous problems for scholars who can monitor the president's unilateral actions when he employs executive orders, proclamations, or executive agreements, but cannot do so in the case of policy created by security classified NSDs. Many of these directives remain classified for significant periods, as the results presented in this article will show. Furthermore, classification and declassification policy is unilaterally set by the president and, therefore, may be arbitrarily altered to lengthen the time it takes for NSDs to become available for congressional and public scrutiny. The article concludes that a statutory basis could provide more government openness and enhance Congress's ability to provide effective oversight of national security policy made through NSDs. 相似文献
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Krane V Ross SR Miller M Ganoe K Lucas-Carr C Barak KS 《Research quarterly for exercise and sport》2011,82(4):755-768
Building on previous research in which we provided an opportunity for female college athletes to construct their own photographic portrayals, this study explored young female athletes' perceptions of the college athlete photographs. Fifty-two girls participated in focus group interviews where they viewed and discussed the images. The young athletes particularly liked images they perceived to show authentic athletes (e.g, in athletic settings, with appropriate sport attire), images they could relate to due to personal experiences, and images that reflected competent and passionate sportswomen. Images perceived as revealing a lack of motivation, poor sporting attitudes, and nonathletic poses generally were disliked. Images depicting multiple social identities (e.g., an athlete in a dress) were controversial and generated much discussion. 相似文献
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Sue Heath Vikki Charles Graham Crow Rose Wiles 《British Educational Research Journal》2007,33(3):403-417
Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child‐ and youth‐orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. 相似文献
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In the United States, initiation or hazing activities in high school and university sport are increasingly being recognized as a serious issue facing coaches and sport administrators. These events include humiliation, degradation or abuse of new team members, presumed to enhance team bonding. This study is grounded in Waldron and Krane's conceptual framework linking social goal orientation and overconformity to team norms. We conducted focus group interviews with nine former male high-school athletes examining their hazing experiences. A narrative approach to the data analysis was used to provide a comprehensive account of their combined experiences. The data were integrated into monologues describing experiences of being hazed, one positively perceived and one negatively perceived experience. A third monologue presents the perspective of the athlete doing the hazing. These stories highlight the perceived rationale and acceptance of hazing, the emotional toll of being hazed and the power dynamics that allow hazing to continue. 相似文献