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81.
This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. 相似文献
82.
The temporal dimension of gender inequality in academia 总被引:1,自引:0,他引:1
Nina Toren 《Higher Education》1993,25(4):439-455
This paper examines gender inequality in academic careers by applying Merton's concept of socially expected durations (SEDs). Women's relatively slower advancement along the academic hierarchy has been traditionally attributed to their traits and constraints. The concept of SED shifts attention from the individual to the organizational level, and the actual and expected augmented durations between promotions for women are viewed as part of the structural arrangements of academic institutions and their culture. It is argued that because of the distinct characteristics of academic careers, time-in-rank is an important dimension distinguishing among otherwise very uniform occupational roles and career patterns. The implications of conceptualizing career discrepancies in terms of socially expected durations are discussed. 相似文献
83.
The academic "hurdle race": A case study 总被引:1,自引:0,他引:1
This study analyzes the career patterns of a cohort of faculty members in a large Israeli university and shows that women constitute a small minority in that university, and that their rank advancements are fewer, slower, and lower than men's. We examine three possible explaining mechanisms: (a) "Thresholds" - according to which after women cross a certain barrier, differential career development on the basis of gender disappears or is, at least, greatly reduced. (b) "Ceilings" - according to which women's advancement is curbed before they reach the highest rank. (c) "Hurdles" - according to which women, as compared to men, are confronted by more obtrusive barriers at each step of the academic career. We found that no threshold could be detected after which gender differences are reduced and that the ceiling effect may be a by-product of women's extended career paths. Rather, the analysis of the case study suggests that women's career trajectories are characterized by "hurdles", i.e., at each rank they stay longer and their advancement probability is lower than men's even when their publication rates are taken into account. 相似文献
84.
Nina Toren 《Higher Education》1988,17(5):525-544
The perceptions and attitudes of women who have reached the top of the academic hierarchy (female full professors) are examined in reference to the effects of gender on their scientific work and career. The analyses refer to a number of issues such as encapsulation and isolation, opportunities and achievement. In general, female full professors do not feel that they have been discriminated against in the course of their careers. They are nevertheless aware of the different career patterns of the sexes in academia, with women having to work harder and longer than men to establish their suitability and competence as academic scientists. They do not however attribute these differences to sex-based stereotypes and discrimination, but rather to objective conditions and women's own decisions.This study was supported by a grant from the Ford Foundation received through the Israel Foundations Trustees. 相似文献
85.
86.
Michelle Rodrigues Nina Sokolovic Sheri Madigan Yiqi Luo Victoria Silva Shruti Misra Jennifer Jenkins 《Child development》2021,92(2):554-577
In a series of meta-analyses, paternal sensitivity was associated with children’s (age range: 7 months–9 years) overall cognitive functioning (N = 3,193; k = 23; r = .19), including language skills (k = 9; r = .21), cognitive ability (k = 9; r = .18), and executive function (k = 8; r = .19). Paternal sensitivity was not associated with children’s overall socioemotional functioning (N = 2,924; k = 24; r = −.03) or internalizing problems, but it was associated with children’s emotion regulation (k = 7; r = .22) and externalizing problems (k = 19; r = −.08). In the broad cognitive functioning, executive function, broad socioemotional functioning, and externalizing problems meta-analyses, child age was a significant moderator. 相似文献
87.
Nina Sokolovic Andre Plamondon Michelle Rodrigues Sahar Borairi Michal Perlman Jennifer M. Jenkins 《Child development》2021,92(2):e143-e157
Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood. 相似文献
88.
Nina Bawden 《Children‘s Literature in Education》1988,19(3):165-169
89.
90.
"This is a bad dog, you know...": constructing shared meanings during sibling pretend play 总被引:2,自引:0,他引:2
The construction of shared meanings in play, pretense enactment, internal state language, and sibling relationship quality were investigated in 40 kindergarteners with an older (M age = 7.10 years) or younger (M age = 3.6 years) sibling. Dyadic strategies to construct shared meanings (e.g., extensions, building on) were positively associated with frequency of pretense and internal state language. Developmental differences indicated that older dyads used more shared meaning strategies, whereas younger dyads engaged in non-maintenance behaviors (i.e., disruptions to flow of play). Furthermore, firstborn kindergarteners used more non-maintenance behaviors, whereas second-born kindergarteners extended partner's ideas. Findings highlight the sibling relationship as a context for illuminating social understanding and relationship dynamics during pretend play. 相似文献