Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions

Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents.     

Do men and women perform academic work differently?

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...     

The possibilities of exploring nontraditional datasets with young children

Today's world is characterized by the extensive production of data in different scenarios that everyday citizens need to understand for their informed participation in society. With the increase in the availability of data in a society defined by the industrious production of data, the educational system needs to think of possibilities to bring young children closer to the world of data science. This paper presents a nontraditional data exploration experience with an 8-year-old participant helped by a data visualization tool. A task-based interview was conducted while the participant explored a carbon dioxide emission dataset. This paper studied how the participant interrogates the data, draws inferences and exhibits dispositions. At the end, some reflections are presented when introducing the exploration of nontraditional data in teaching.     

Rethinking the World Bank Agenda for Chinese Higher Education Reform

This article explores the way in which the World Bank has worked effectively with China in higher education. It investigates whether or not the cooperation between the two has changed in line with their changing relationship. More specifically, it discusses whether the World Bank’s China agenda reflects the reform package of socio-institutional neoliberalism which the World Bank has tended to promote worldwide in the era of the Post-Washington Consensus, and how China’s higher education reform has been influenced by the agenda. The article argues that as China is transferring its role from that of a recipient country to that of a donor country, it is increasingly important to position itself as a global player. Other than mastering the game rules of the international community, China should also expand its influence within and through these major international organizations.     

Enhancing Overseas Chinese Graduate Employability: The Case of Chinese Graduates with Finnish Academic Qualifications

This paper explores ways to enhance overseas Chinese graduate employability by taking Finnish-educated Chinese students/graduates as an example. In so doing, it understands that graduate employability development is a joint effort of multiple stakeholders including students, graduates, academics, program coordinators, employers, and policymakers. Accordingly, it provides arguments and suggestions for how to enhance the employability of these graduates in terms of the labor market context, employers’ beliefs and actions, the responsibilities of higher education institutions, and student/graduate commitment. It also points out two major challenges faced by overseas Chinese graduates as well as their educational providers, which are linked respectively to gaps between what graduates acquire in higher education and what is required in the labor market, as well as gaps from the employers’ perspective: areas where employers need to understand more about universities and catch up with new ideas generated by them.     

Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?

Reading and Writing - Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported...     

Success,failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning

Students experience a variety of emotions following achievement outcomes which stand to influence how they learn and perform in academic settings. However, little is known about the link between student outcome emotions and dimensions of performance feedback in computer-based learning environments (CBLEs). Understanding the dynamics of this relationship is particularly important for high-stakes, competency-based domains such as medical education. In this study, we examined the relationship between medical students’ (N = 30) outcome emotion profiles and their performance on a diagnostic reasoning task in the CBLE, BioWorld. We found that participants could be organized into distinct emotion groups using k-means cluster analyses based on their self-reported outcome emotion profiles: an expected positive emotion cluster and negative emotion cluster and an unexpected low intensity emotion cluster. A clear relationship was found between emotion clusters and diagnostic performance such that participants classified to the positive emotion cluster had the highest performance; those classified to the negative emotion cluster had the lowest performance; and those classified to the low intensity emotion cluster had performance outcomes that fell between the other two. Our discussion focuses on the theoretical implications of emotion classification and design recommendations for learning environments and emotional interventions in computer-based contexts.     

The development of attitudes and social characteristics of students attending predominantly black colleges: A longitudinal study

The study was designed to assess the development of Family Independence (FI), Peer Independence (PI), Liberalism (L), Social Conscience (SC), and Cultural Sophistication (CS) among students attending three predominantly black colleges. Responses to the Attitudes section of the College Student Questionnaires were obtained from 334 students when they were entering freshmen, end-of-year freshmen, and graduating seniors. The data were analyzed with a repeated measures multivariate analysis of variance design. College, Sex, and Time were the independent variables, and the five attitude scales were the dependent variables. The tests for the main effects of time revealed overall gains on all five scales. A significant Sex × Time interaction indicated that PI scores for males increased, while females' PI scores decreased, during the freshman year; the females' PI scores increased during the subsequent three year period. Significant College × Time interactions were found for FI and CS. College × Sex × Time interactions were significant for L and CS. The results indicated that students who attended these predominantly black colleges developed greater self-reliance and autonomy and broadened interests in political, social, and cultural affairs. The extent of change in these attitudes varied, however, according to the college attended and/or sex of the student.