How girls and boys expect disclosure about problems will make them feel: implications for friendships

Although girls disclose to friends about problems more than boys, little is known about processes underlying this sex difference. Four studies (Ns = 526, 567, 769, 154) tested whether middle childhood to mid-adolescent girls and boys (ranging from 8 to 17 years old) differ in how they expect that talking about problems would make them feel. Girls endorsed positive expectations (e.g., expecting to feel cared for, understood) more strongly than boys. Despite common perceptions, boys did not endorse negative expectations such as feeling embarrassed or worried about being made fun of more than girls. Instead, boys were more likely than girls to expect to feel "weird" and like they were wasting time. Sex differences in outcome expectations did help to account for girls' greater disclosure to friends.     

Peer Support in Negotiating Multiple Relationships within Supervision Among Counselor Education Doctoral Students

Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one’s relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues such as multiple relationships while being a CEDS and propose a call for research into the use of peer support as an effective approach to managing multiple relationships.     

Between Two Languages: Student-Teachers Teach Jewish Content

This study focuses on the utilization of different Jewish languages by student-teachers in a two year teacher education program. The study examined the Jewish language used by these students while teaching Jewish content, making the distinction between their personal Jewish language and the cultural Jewish language of the program, which they were expected to use. We found a definite change in the languages used by them: although they seemed, at first, to adopt the cultural Jewish language of the curriculum, they quickly reverted to their personal Jewish language, which, in most cases, was the traditional one. By so doing they actually created a new version of the original program. We conclude that the idea of educating teachers to lead a significant social cultural change involves an inner struggle between the teachers' personal language and that of the program, that may be more difficult to win than was initially expected. This study examines the role of student-teachers' personal Jewish language in their teaching of Jewish content and the relationship that develops between their personal Jewish language and that of the Jewish content they teach.     

Engaging difference: towards a pedagogy of interbeing

In this article, I discuss how by engaging difference teachers and students can go beyond the binary of “self” and “other” towards “interbeing”. I first discuss how postcolonial and feminist perspectives can inform multicultural discourse by rethinking self and other in terms of hybrid identities and cultures. Then, I draw on Thich Nhat Hanh's (1991) concepts of mindfulness, contemplation, and interbeing; bell hooks' (1994) concept of an engaged pedagogy; and my reflections on my own practice of teaching multicultural education courses. I argue that a self-reflexive pedagogy of interbeing is transformative, enabling both students and teachers to “see with the eyes of interbeing” (Hanh, 1991, p. 98) and heal from the wounds of oppression.     

Breaking for Gold: Another Crossroads in the Divergent History of this Dance

Veteran breakers have always viewed their dance as a form of art, but the public often views it as a competitive sport, trying to standardize and commercialize this dance as other forms of physical education often are. The World Dance Sport Federation has recently succeeded in adding ‘breakdance’ into the Olympic movement and the first ever Olympic event of its kind took place during the 2018 Youth Olympic Games in Buenos Aires. Twenty years of historical hermeneutic research, ethnography, and social-scientific analysis have revealed a development trend in which the art of breaking has been becoming more and more similar to competitive sports, but these veterans believe that breaking is best encouraged to continue realizing its social, cultural, and artistic values. In order for more people to be able to enjoy the full range of its potential benefits, breaking should not be made to lose its unique characteristics during assimilation into the world of sports.     

Projecting headcount and credit hour enrollment by age group,gender, and degree level

Political debate about how the changing age distribution of the population would affect higher education enrollments led presidents of Michigan's constitutionally autonomous state universities to sponsor systemwide enrollment projections based on calculations of the participation rates and credit hour loads of 66 student subgroups that were defined by age, gender, and degree level. The 1985 figures were applied to cohort population projections in order to assess the impact of an aging population on the enrollments of 1990, 1995, and 2000. Recession and recovery regression models were then developed and used to explore the 1974–1985 relationship between enrollments and economic variables and to generate alternate projections.Presented at the Twenty-Eighth Annual Forum of the Association for Institutional Research, Phoenix, Ariz., May 1988.