贯彻十七大精神，加强大学生法制教育

大学生法制教育关乎公民整体法律素质基础的奠定,事关建设社会主义法治国家的工作大局。本文对大学生法制教育的现状进行了分析和探讨,并有针对性地提出了改进的思路和措施。     

Imagining the possibilities: qualitative inquiry at the intersections of race,gender, disability,and class

This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored.     

Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success

Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018     

Popularity versus respect: school structure,peer groups and Latino academic achievement

This article begins with a discussion of recent critiques of Fordham and Ogbu’s argument on the ‘burden of acting white’. These critiques point to the stereotypical and homogeneous characterization of the black peer group by Fordham and Ogbu, as well as their inattention to the ways in which schools relegate into the lower tracks those students who behave too ethnically and who do not demonstrate proficiency with dominant cultural attributes. The second half of the article presents data showing that academic achievement is related to peer‐group membership and that schools are largely responsible for which peer group students join. Based on an ethnographic study at a predominantly Latino urban high school, I argue that Latino high achievers do not necessarily experience the ‘burden of acting white’ as Fordham and Ogbu suggest. This was due to the institutional practices at Hernandez High School, which ensured that high achievers and low achievers occupied different academic and social spaces, resulting in little interaction between the groups, and to the very different culture that prescribed the ways in which members of each group could achieve status.     

Party animals or responsible men: social class,race, and masculinity on campus

Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a “party school” in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas of age and gender to construct college as a time to let loose, indulge, and explore, men from disadvantaged backgrounds express greater ambivalence toward partying. For these men, partying presents both opportunities and dilemmas and taps into tensions inherent in being upwardly mobile college men. For some, symbolic abstention from extreme party behavior addresses some of these tensions and validates their place on campus. Men’s talk of collegiate partying reveals the dynamic and relational construction of intersectional identities on campus.     

Examination of access and equity by gender,race, and ethnicity in a non-traditional leadership development programme in the United States

In developing the next generation of school leadership, school districts across the United States and internationally must consider who is being promoted, the training they are able to access beyond traditional university degree work, the schools in which these emerging leaders enter their first principalships, and how prepared these new leaders are to succeed and remain in the role. This study explores international literature regarding school leader, particularly new leader, development, and placement. The study discusses what is happening internationally in terms of the gender distribution of school leaders and the literature of non-traditional leadership development. To explore gender, race, and ethnicity in hiring and promotion practices, the study employs the methodology of case study analysis. This case study analysis formed from a need to understand the changing dynamics of race, gender, and ethnicity in school leadership in four American school districts participating in a non-traditional regional leadership development programme. These districts, in the Richmond, Virginia (USA) metro area, are experiencing changing student demographics by race, ethnicity, and socio-economic status. Specifically, the study addresses the demographic profile of those seeking leadership, the changing demographics of these communities, and the professional assignment of participating early career leaders.     

Blinded to science: gender differences in the effects of race,ethnicity, and socioeconomic status on academic and science attitudes among sixth graders

Little research has examined whether the effects of race or socioeconomic status (SES) on educational attitudes differ by gender, limiting knowledge of unique vulnerabilities occurring at the intersection of multiple social statuses. Using data from 182 sixth-graders, interactions between gender, race/ethnicity, and SES in predicting educational aspirations, persistence, views of science, and educational self-efficacy are examined. African American and Latino boys express more negative attitudes relative to (1) higher-SES boys, (2) White boys, and (3) girls of any race/ethnicity or level of SES. The intersection of multiple inequalities in education across the early life course is discussed.     

Perceived autonomy support,relatedness with students,and workplace outcomes: an investigation of differences by teacher gender

Abstract

We examined the role of gender in teachers’ perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy.     

社会学视域下的当代大学生思想政治状况分析

新时期大学生思想政治状况总体较好,但也存在一定的问题。文章从社会学角度分析了当代大学生思想政治状况的问题成因,主要从学校方面提出了加强大学生思想政治教育的方法和途径,以求为做好高校学生思想政治工作提供参考。     

The power of positioning: on the normalisation of gender,race/ethnicity,nation and class positions in a Swedish social work textbook

This article presents a feminist reading of a Swedish social work academic textbook as a case study. We use a discourse analytic approach and positioning theory, focusing on author positions through different story lines. The aim is to make visible how differences are created and positions of the author/reader normalised in terms of gender, race/ethnicity and class. The analysis illustrates how the organisation of the book privileges a particular story line by presenting gender research in a special section of the book and as a perspective. A neutral, unmarked author position is assumed, presented as a common ‘we’ by identifying ‘women researchers’ and ‘feminist’ points of departure as different. If the unmarked author/reader ‘we’ position appears desirable and morally superior, the clients’ gender, ethnicity and class are often openly discussed in relation to social problems, positioning them as ‘the other’. Finally there is also a story line of more critical and ambivalent knowledge positions.     

Looking Inward: The impact of race,ethnicity, gender,and social class background on teaching sociocultural theory in education

In this paper I examine how and to what extent various elements of my biography—race, ethnicity, gender, age, social class background, and prior personal and professional experiences—influenced my relationships with students in a graduate course examining the impact of race, gender, and social class on education. My lived experiences as an immigrant woman of color in United States society and my prior professional experiences as an urban teacher are shown to have strengthened my expertise and confidence in teaching this course. Nevertheless, experience confirmed my initial concerns that my race, gender, and social class background negatively influenced some students' perceptions of my teaching competence and position of authority in the classroom. The paper concludes with recommendations for teacher education, including encouraging teachers to continuously engage the question of how their biographies shape their pedagogies and relationships with students, an important undertaking as our schooling populations become more racially, ethnically, and linguistically diverse. I also recommend that universities continue to recruit faculty who are not only from racial minority backgrounds but also from varied ethnic and social class backgrounds.     

HOPE for community college students: The impact of merit aid on persistence,graduation, and earnings

Community colleges play a major role in postsecondary education, yet previous research has emphasized the impact of merit aid on four-year students rather than two-year students. Furthermore, researchers have focused on the impact of merit aid on enrollment and outcomes during college, but to my knowledge, none have yet considered the impact of aid on earnings after college. This paper utilizes discontinuities in eligibility criteria for a large merit scholarship to examine the local impact of aid on student outcomes both during college and after college. The findings suggest that reducing the cost of community college does not impact persistence, academic performance, degree completion, expected earnings, or short-term earnings after college for marginally eligible students.     

The redistributive equity of affirmative action: Exploring the role of race,socioeconomic status,and gender in college admissions

This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20% of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done.     

The politics of teaching as an occupation in the professional borderlands: the interplay of gender,class and professional status in a biographical study of trainee teachers in England

A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper ‘The Importance of Teaching’. This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of teaching. Drawing on in-depth interviews with 32 London-based secondary teacher training students from various social class and ethnic backgrounds, this paper asks how the profession is perceived and what sort of choice it is for the trainees. It employs a Bourdieusian lens and concepts of social and cultural capital to examine the interplay of gendered, classed and ‘raced’ biographies in relation to individuals’ decisions to become teachers. Understanding the social world as ‘accumulated history’, as Bourdieu does, stresses that experiences and outcomes are rooted and collected in a series of historical structures and functionings. The paper argues that the ambiguous status of the profession is both a function and an effect of its conceptualisation as feminised. It also asks whether the weak professional standing of teaching has further destabilising consequences in the present political moment where a string of neoliberal and neoconservative policy reforms reshape the profession.     

When the levees break: the cost of vicarious trauma,microaggressions and emotional labor for Black administrators and faculty engaging in race work at traditionally White institutions

Abstract

The purpose of this article is to offer insight to administrators and human resource professionals at Traditionally White Institutions (TWIs) about developing action plans that provide meaningful support to Black administrators and faculty who are coping with racial trauma. Operationalizing tenets of Critical Race Methodology (CRM), the counter-narratives presented here are drawn from 15 years of unpublished professional and personal communication created by an individual Black faculty and administrator. The lectures, conference presentations, commencement addresses and other ephemera trace the development of battlements and emotional battle scars over the early years of one scholar-activist’s career at TWIs. The calamitous aftermath of Hurricane Katrina is considered in this context both as metaphor and collective psychic wound. As such, it illuminates other instances of vicarious trauma, foreshadows the Movement for Black Lives, and provides a devastating illustration of administrative unpreparedness. Revealing the ramifications of racial trauma can serve to help others who suffer to feel less alone and can provide stakeholders in higher education with valuable knowledge for the sake not only of recruitment and retention, but institutional transformation.     

Motivation in high school science students: A comparison of gender differences in life,physical, and earth science classes

The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008     

When love hurts: Assessing the intersectionality of ethnicity,socio-economic status,parental connectedness,child abuse,and gender attitudes in juvenile violent delinquency

Researchers have not yet reached agreement about the validity of several competing explanations that seek to explain ethnic differences in juvenile violent offending. Ethnicity cannot solely explain why boys with an ethnic minority background commit more (violent) crimes. By assessing the intersectionality of structural, cultural and individual considerations, both the independent effects as well as the interplay between different factors can be examined. This study shows that aforementioned factors cumulatively play a role in severe violent offending, with parental connectedness and child abuse having the strongest associations. However, since most variables interact and ethnicity is associated with those specific factors, a conclusion to be drawn is that ethnicity may be relevant as an additional variable predicting severe violent offending although indirectly.