La conference franco-allemande des manuels scolaires

Sans résumé     

Embarking on and Persisting in Scientific Fields of Study: Cultural capital,gender, and curriculum along the science pipeline

In this paper, we examine the nature and extent of participation of Canadian young women and men in science‐based academic fields. Informed by Bourdieu’s theory of cultural reproduction, we focus on three key stages—senior secondary school, the transition to post‐secondary studies, and the post‐secondary completion stage—to determine whether and how the interrelationships of gender, cultural capital, course completion in senior secondary school, timing of decisions, and initial participation in post‐secondary education lead to the completion of science‐related undergraduate degrees. Through correspondence analyses of 10 years of longitudinal data with 1,055 respondents, we extend the findings of cross‐sectional studies that examine only one aspect of this longitudinal story by showing how the intersection between organisational structures (institutional and disciplinary) and cultural capital transmitted by the family shapes the opportunity structures of access to scientific fields of study by young women and men.     

An Evaluation of a Pilot Service‐Learning Course for Criminal Justice Undergraduate Students*

This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition.     

Are Letter Detection and Proofreading Tasks Equivalent?

When readers search for misspellings in a proofreading task or for a letter in a letter detection task, they are more likely to omit function words than content words. However, with misspelled words, previous findings for the letter detection task were mixed. In two experiments, the authors tested the functional equivalence of both tasks. Results reveal similar patterns of omissions for both search tasks when misspellings were produced by substituting one letter for another: There were more omissions for function words than for content words. However, when two letters were transposed, differences between the two tasks emerged. It is possible to conclude that letter detection and proofreading are based on common cognitive processes but the nature of the target can modulate the effects. Results are interpreted in light of the attentional disengagement model and the guidance organization model of the missing-letter effect.     

Internality,academic status and intergroup attributions

Some pupils categorized as good vs. bad pupils were given a questionnaire of attributions, thus allowing the calculation of internality scores. They were also requested to answer as would a good (vs. a bad) pupil do. Finally, they also had to predict in which way a good (vs. a bad) pupil would answer on their behalf. The results were explained within the frame of two different theoretical fields: the theory of the norm of internality and the biases in terms of intergroup attributions. These results show that 1) the attribution of internal explanations relates to an attribution of value that takes place within the intergroup evaluation, 2) whereas the ultimate attribution error can clearly be observed among the good pupils, the bad pupils exhibit an attributive pattern that is favorable to the good pupils.