The education of women for citizenship: the National Federation of Women’s Institutes and the British Federation of Business and Professional Women 1930–1959

This article focuses on how citizenship education was built into the organisational practices as well as the formal instructional programmes of women’s organisations in Britain in the pre‐ and post‐Second World War period. It compares the efforts of two such organisations, the National Federation of Women’s Institutes (NFWI) and the British Federation of Business and Professional Women (BFBPW), to train women in the skills of citizenship. Despite their differences in constituency and structure, these two organisations had remarkably similar views on citizenship education and shared similar educational approaches until the end of the 1950s. This article argues that the NFWI and BFBPW’s understanding of political engagement and their efforts to educate the woman citizen are important historical examples of how women have negotiated issues of involved versus informed citizenry. The educational model they used is relevant today given the renewed interest in the strengthening of civic society as a key mechanism for political engagement.     

‘Should you turn this into a complete gender matter?’ Gender mainstreaming in medical education

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants’ responses to a Dutch gender awareness‐raising project in medical education are discussed. Eighteen semi‐structured interviews were held with education directors and change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education’s social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged.     

School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc.     

The relative roles of IQ and cognitive processes in reading disability

The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (<80, 80–90, 90–110, >110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading‐related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability.     

The Role of Intragroup Marginalization in Latino College Student Adjustment

The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’ psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization and its relationship to Latino college student adjustment is illustrated and discussed through a vignette.     

Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’

The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements continue to vary throughout the UK. This paper describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified. Highly contrasting experiences of the induction year emerged between graduates in permanent and one‐year temporary positions, and those who were short‐term temporary and supply teachers. The former completed a meaningful induction whereas the latter, because of sporadic, fragmented employment, did not. A flexible model of induction is proposed, with collaborative involvement of the higher education institutions, the schools and the local education authorities.     

Am I still too Black for you?: Schooling and secular change in skin tone effects

Analysts disagree about whether the Civil Rights/Black Power eras lessened the influence of skin tone on education. The paper finds that, holding family background constant, the educational disadvantages of dark and very dark blacks persisted between younger and older age cohorts. On the other hand, younger medium skin blacks no longer achieved less schooling than their lighter skin counterparts. This paper implies that, without the decline in skin tone effects for medium brown blacks, the racial gap between age cohorts would have remained larger.     

Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.

The health sciences librarian in medical education: a vital pathways project task force

Objectives:

The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents.

Methods:

Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education.

Results:

Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created.

Conclusion:

An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian''s contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.In response to reported closings of and staff reductions at hospital libraries, the Medical Library Association (MLA) and the Hospital Libraries Section of MLA agreed to study the state of hospital libraries and librarians under the auspices of the Task Force on Vital Pathways for Hospital Librarians. The task force''s Health Sciences Librarian in Medical Education Task Force (METF)^* was charged with reviewing the accreditation standards regarding libraries for residency programs and with working with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents.