Friends,peers and higher education

Theorists of friendship in contemporary society have suggested that our relationships with peers are characterised by their emphasis on openness, disclosure and emotional communication. Moreover, Beck and Beck‐Gernsheim argue that friendship, as a deliberately sought, trusting partnership between two people, can play an important role in countering some of the negative consequences of a market‐driven society, ‘acting as a shared lifeline to take the weight of each other’s confusions and weaknesses’. However, drawing on a series of in‐depth interviews with students from nine different higher education institutions, this paper will argue that such theorists overlook significant complexity in the ways in which young adults choose to ‘order’ their friendships. Indeed, it will suggest that highly individualised and ruthlessly competitive approaches to academic study can be maintained alongside more socially cooperative relationships with friends and peers, played out in non‐academic arenas. The paper will discuss the implications of this for both sociological theorising about friendship, and policy and practice within the higher education sector.     

Living in history and Changing the World: An Investigation Into the Culture of All Stars Project,Inc.

This article focuses on the experiences of individuals organizing at All Stars Project Inc. in New York City. Interview and observation were employed to understand individuals' involvement and commitment to the organization. Results show that the perceived successes of the organization can be attributed to strong leadership, fostering community, commitment to action and social change, and valuing empathy.     

The Role of Non-cognitive Variables in Identifying Community College Students in Need of Targeted Supports

Non-academic characteristics and traits, such as academic self-efficacy and conscientiousness, have maintained the interest of higher education researchers for decades. A considerable amount of research has found that these non-cognitive variables (NCVs) are generally predictive of undergraduate success. However, most prior studies have focused on the use of NCVs in 4-year colleges, and understanding if and how these measures predict the academic trajectories of community college students has received less attention. As past work has indicated that NCVs are differentially predictive for students from different backgrounds, such an examination is needed. Drawing on data from two diverse community colleges, our study addresses this need by exploring if seven popular NCVs predict both short and longer-term student outcomes, how these measures are related to help-seeking behaviors, and their utility in identifying students at risk of serious academic failures. We find statistically significant relationships between NCVs and GPA outcomes but conclude that their practical utility appears trivial.

     

Attachment Predicts College Students’ Knowledge,Attitudes, and Skills for Working With Infants,Toddlers, and Families

ABSTRACT

Research Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one’s own attachment and its effects on work with young children.     

Look At That! Video Chat and Joint Visual Attention Development Among Babies and Toddlers

Although many relatives use video chat to keep in touch with toddlers, key features of adult–toddler interaction like joint visual attention (JVA) may be compromised in this context. In this study, 25 families with a child between 6 and 24 months were observed using video chat at home with geographically separated grandparents. We define two types of screen‐mediated JVA (across‐ and within‐screen) and report age‐related increases in the babies’ across‐screen JVA initiations, and that family JVA usage was positively related to babies’ overall attention during video calls. Babies today are immersed in a digital world where formative relationships are often mediated by a screen. Implications for both infant social development and developmental research are discussed.     

Young People's Higher Education Choices: The role of family and friends

Previous studies of higher education (HE) choice have tended to draw a strong contrast between the decisions made by young people from working-class backgrounds and those of their middle-class peers. This paper draws on a qualitative, longitudinal study to argue that such assumptions about social class homogeneity overlook the very different ways in which students from a similar (middle class) location come to understand the HE sector. It also suggests that while families have a strong influence on young people's conceptualisation of the sector, friends and peers play an important role in informing decisions about what constitutes a 'feasible' choice. Indeed, this paper shows how rankings within friendship groups were, in many cases, transposed directly onto a hierarchy of HE institutions and courses. On the basis of this evidence, it concludes that a two-step interaction between family and friends best explains the decision-making processes in which these young people were engaged.     

Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education

History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called ‘supervenience’ problem) in the context of models and modelling. Literature review of students’ and teachers’ understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed.     

Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives

The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research.