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Margriet van Hek Gerbert Kraaykamp Maarten H. J. Wolbers 《Educational Research and Evaluation》2016,22(5-6):260-282
Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male–female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women’s labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002–2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women’s performance in education, whereas high levels of religiosity during that phase negatively affect women’s educational attainment. 相似文献
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Little is known about ethnic differences in highbrow cultural interests, because research on social differentiation in cultural participation has traditionally focused on educational or income inequalities. Employing data from the Netherlands’ Longitudinal Lifecourse Study 2010 we explored the extent to which educational attainment, national identification and social integration explain inequality in cultural participation among Turkish and Moroccan immigrants, and to what extent the effect of education was moderated by aspects of social identification and integration. Our results indicate that Turks and Moroccans, who identify more with the Netherlands and have a social network that includes larger numbers of Dutch and higher educated friends, are more active in the cultural realm. Most interestingly, we found that strong identification with Dutch society actually moderates the relationship between an immigrants’ educational attainment and their cultural participation: that is, highly educated people of Turkish and Moroccan descent, who strongly identify with the Netherlands, participated more in highbrow culture than their highly educated counterparts who identified less with the Netherlands. 相似文献
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While many aspects of educational careers have been examined ill the literature on ethnic minorities, such as truancy, turnover and grades, downward mobility has rarely been studied. Using data on more than 10,000 students who entered secondary school in The Netherlands in 1989, we develop an event-history model for secondary school careers and we use this model to analyse the determinants of dropout and downward mobility simultaneously. Our findings show that students from Mediterranean and Caribbean immigrant families are about 3 times as likely to drop out from secondary school without a degree compared to Dutch children. They are also more likely to be downwardly mobile during their secondary school career, but this differential is weaker Compositional differences with respect to individual ability and parental resources explain a large part of these differences. When holding constant parental resources and individual ability, ethnic students are less likely to experience downward mobility than Dutch students. In other words, when there is failure in the school career Dutch children are more likely to follow the route of downward mobility whereas children from ethnic minorities are more likely to drop out altogether. The multitrack nature of the Dutch educational system thus may have a negative impact on ethnic inequality. 相似文献
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Gerbert Sipman Jürg Thölke Rob Martens Susan McKenney 《British Educational Research Journal》2019,45(6):1186-1202
Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre-service or in-service programmes devote explicit attention to developing this important teacher quality. This study set out to understand why. Specifically, data were collected to investigate how educators perceive intuition, and its role in teacher pedagogical tact. Ten focus group discussions were held with school board members, teacher educators, school principals, in-service teachers and pre-service teachers. Participants recognised two types of intuition commonly described in the literature (local and nonlocal), and affirmed the importance of intuition for teacher pedagogical tact. These educators also noted that teachers are rarely if ever encouraged to make conscious use of their intuition, let alone develop it. There was consensus that teachers differ in how well they are able to tune into their intuition. Though the scale of the study is small, the findings suggest that more attention should be given to developing teacher intuition and pedagogical tact than is currently the case. 相似文献
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Margriet van Hek Gerbert Kraaykamp Ben Pelzer 《School Effectiveness & School Improvement》2018,29(1):1-21
Few studies on male–female inequalities in education have elaborated on whether school characteristics affect girls’ and boys’ educational performance differently. This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools’ application of well-rounded assessment methods, influenced girls’ and boys’ reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls’ and decreased boys’ reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school’s advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate. 相似文献
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Abecassis M Hartup WW Haselager GJ Scholte RH Van Lieshout CF 《Child development》2002,73(5):1543-1556
Mutual antipathies (when two children or adolescents dislike one another) were studied among 2,348 school-age children and 2,768 adolescents to determine incidence, gender and age differences, and implications for social adjustment. The children were more frequently involved than were the adolescents in same-sex antipathies but not mixed-sex ones. Boys were involved more frequently than were girls in same-sex antipathies, but involvement in mixed-sex antipathies was comparable for the two genders. With peer rejection scores used as a covariate, same-sex antipathies were associated with antisocial behavior and social withdrawal among children and adolescents of both genders and, in addition, to emotionality and lack of friendship support among adolescents. Mixed-sex antipathies were related to social adjustment depending on gender: these antipathies were related to antisocial and bullying behavior in boys but not girls; and to nonaggressiveness, victimization, lesser cooperation, shyness, and depression in girls but not boys. Mutual antipathies thus appear to be concomitants of adaptational risk in both childhood and adolescence. 相似文献
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