El papel del padre en el sistema familiar

RESUMEN

Se hace una revisión de la investigación reciente sobre la naturaleza de la interacción padre-hijo y su impacto en el desarrollo del niño en el período neonatal y más allá de este período. Los padres son tan sensibles como la madre a las señales del niño, pero emplean menos tiempo que ésta en actividades de cuidado y vigilancia y más en actividades de juego. El sexo del niño actúa como determinante en esta relación. La calidad de la interacción padre-hijo influye en el desarrollo cognitivo y social del niño. Todos estos aspectos deben estudiarse dentro del contexto de la relación familiar global. Sería interesante la creación de sistemas de apoyo cultural que animen al padre a una mayor implicación con sus hijos.     

Gender and Orientations Toward the Future: Links to Motivation

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.     

Mapping Changes in Science Teachers’ Content Knowledge: Concept Maps and Authentic Professional Development

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.     

“We Have to Educate Every Single Student,Not Just the Ones That Look Like Us”: Support Service Providers’ Beliefs About the Root Causes of the School-to-Prison Pipeline for Youth of Color

Abstract

This study adds to the extant research on the school-to-prison pipeline by investigating how school-based service providers and administrators conceptualize the causal mechanisms constraining and enabling the school-to-prison pipeline in a large urban district. Thirty-three schools were selected for the study based on their suspension rates. Support staff and district partners (n?=?36) participated in focus groups guided by semi-structured protocols. Most participants emphasized structural and systemic causes of the school-to-prison pipeline, such as institutional racism and poverty. To minimize the school-to-prison pipeline, participants highlighted the importance of relationship building and non-punitive practices in response to misbehavior, although solutions offered limited evidence of promising interventions. Given strong research indicating that racial disparities cannot be explained by differential behavior, scholarship in this area emphasizes the need to increase school-level practices that promote positive school climate. The persistence of exclusionary and punitive attitudes among a subset of the sample suggests a need for differentiated professional development to address competing frameworks for understanding the root causes of, and solutions to, the school-to-prison pipeline.     

OUTCOMES ASSESSMENT AND MINORITY STUDENTS IN COMMUNITY COLLEGES

The assessment of outcomes by community colleges was reviewed with special attention paid to the concerns of minority student populations. The definition of outcomes, the “what” of assessment, is discussed along with the process, or “how” of assessment. We provide theoretical perspectives along with examples of practice drawn from the review. The concerns of minority students with regard to assessment are highlighted, and recommendations for programming and further research are made.     

Community College Organizational Climate for Minorities and Women

This paper explores the issues of what would constitute a positive organizational climate for women and minorities within the community college setting and ways in which such a climate might be achieved. It first describes some traditional or standard measures of a positive organizational climate for women and minorities and then evaluates how well the community college is doing when examined against these measures. Next, it describes some structural manifestations of a negative climate, including negative discourse about minorities and women. In doing so, it traces the development of some discourse patterns about these groups and provides some illustrative cultural assumptions that reflect these discourse patterns. The paper concludes with implications for the community college, including some steps to be taken to improve the organizational climate for minorities and women.