Background
Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering ...education research uses individual‐level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education.
Purpose
This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure.
Design/Method
This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used narrative methods through repeated readings.
Results
I offer empirically based illustrations of ruling relations in U.S. universities and schools of engineering that unduly impact minoritized populations. These illustrations include discussions of financial aid knowledge, meeting the needs of transfer and Native students, and how schools crafting “the ideal student” as a young, single White male problematically impact minoritized students. The results illustrate how ruling relations structure engineering education in White‐ and male‐dominated ways.
Conclusions
This paper offers questions to help readers consider how ruling relations race and gender their own institutions. In addition, it offers an interpretive, emergent method for interrogating institutional structure and ideas for future work using ruling relations in engineering education research.
There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in ...character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners' perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy - that is, how students understand and can utilise feedback for their own learning - by analysing students' views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards.
The main goal of the conference: Getting together of young scientists (Master-students, PhD students, Postdocs) and leading researchers for a joint discussion of actual research problems of modern ...fundamental and applied physics, modalities of training by research.List of Organizers, Supporters, Conference Chairman, Chairman of the Organizing Committee, Program Committee are available in this Pdf.
A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary ...GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing ...national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Islwyn Thomas Crispin, Sheila; Grove-White, Dai
Veterinary record,
03/2019, Letnik:
184, Številka:
12
Journal Article
Recenzirano
His endeavour in life was to find contentment and happiness. Being defined as a pillar of the community brought him a sense of meaning and purpose. He was kind to others and was a true gentleman.
In 2015, theNew York Timesreported, "The bright children of janitors and nail salon workers, bus drivers and fast-food cooks may not have grown up with the edifying vacations, museum excursions, ...daily doses of NPR and prep schools that groom Ivy applicants, but they are coveted candidates for elite campuses." What happens to academically talented but economically challenged "first-gen" students when they arrive on campus? Class markers aren't always visible from a distance, but socioeconomic differences permeate campus life-and the inner experiences of students-in real and sometimes unexpected ways. InClass and Campus Life, Elizabeth M. Lee shows how class differences are enacted and negotiated by students, faculty, and administrators at an elite liberal arts college for women located in the Northeast.
Using material from two years of fieldwork and more than 140 interviews with students, faculty, administrators, and alumnae at the pseudonymous Linden College, Lee adds depth to our understanding of inequality in higher education. An essential part of her analysis is to illuminate the ways in which the students' and the college's practices interact, rather than evaluating them separately, as seemingly unrelated spheres. She also analyzes underlying moral judgments brought to light through cultural connotations of merit, hard work by individuals, and making it on your own that permeate American higher education. Using students' own descriptions and understandings of their experiences to illustrate the complexity of these issues, Lee shows how the lived experience of socioeconomic difference is often defined in moral, as well as economic, terms, and that tensions, often unspoken, undermine students' senses of belonging.
In terms of international student mobility, although Mainland China is commonly perceived as a major "sending" nation of international students, it is often overlooked as an important "receiving" ...nation of international students. Despite its tremendous leap to the third top destination choice of international students, existing research on the motivation and decision-making process of international students who choose to study in Mainland China is minimal. In order to address this gap in the literature, this study seeks to explain why and how 42 international students chose Mainland China as their study abroad destination. A synthesis model consisting of a three-stage process-motivation to study abroad/in China, the city/institution search and selection, the evaluation of the programme-is proposed to explain their decision-making process. Findings reveal that China's future development prospects distinctively attract students to choose China as their study abroad destination. This research also discusses the growing number of descendants of Chinese migrants who wish to return to their place of origin, China, for higher education in search of their cultural identity. Implications highlight the need for Mainland China government to ensure high-quality education to continue attracting an increasing number of talented students from around the world. Suggestions for future research are also provided.(HRK / Abstract übernommen).
Angloscene examines Afro-Chinese interactions within Beijing’s aspirationally cosmopolitan student class. Jay Ke-Schutte explores the ways in which many contemporary interactions between Chinese and ...African university students are mediated through complex intersectional relationships with whiteness, the English language, and cosmopolitan aspiration. At the heart of these tensions, a question persistently emerges: How does English become more than a language—and whiteness more than a race? Engaging in this inquiry, Ke-Schutte explores twenty-first century Afro-Chinese encounters as translational events that diagram the discursive contours of a changing transnational political order—one that will certainly be shaped by African and Chinese relations. A tremendously nuanced book that moves beyond the verities of postcolonial theory as much as liberal illusions of postracialism in the academy. The ethnographic richness of Angloscene in its expositions of tropes and situated encounters is remarkable and pointed—even poignant.” — DILIP M. MENON, editor of Changing Theory: Concepts from the Global South “Reflecting a critical sensibility from the Global South, Jay Ke-Schutte’s book defies Euro-American-centric perspectives on language, race, and colonialism. The innovative concept of the Angloscene offers an imaginative way to unpack the transnational power matrix that conditions Afro-Chinese encounters.” — FAN YANG, author of Faked in China: Nation Branding, Counterfeit Culture, and Globalization This book reveals the manner in which talk about signs of race and the racialization of those engaged in talk readily emerge hand in hand within social encounters, so that to isolate them from each other is to lose sight of the processes through which inequity persists in social life even when it is abjured.” — ASIF AGHA, Francis E. Johnston Term Professor of Anthropology, University of Pennsylvania, and Editor-in-Chief, Signs and Society
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