Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities

To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007     

Same Language,Different Histories: Developing a “Critical” English Teacher Identity

ABSTRACT

Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.     

The Use of Film in Marriage and Family Counselor Education

The authors introduce an innovative technique that can be included in marriage and family counselor education curricula. Feature films are discussed as an educational technique for the instruction and development of perceptual, conceptual, and executive counseling skills. They also outline the advantages for using film in counselor education, present various strategies for using them in the classroom, and offer examples of how they have integrated movies into introductory marriage and family courses.     

How vocational psychologists can make a difference in K–12 education

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K–12 education by embracing an interdisciplinary community-based approach. To illustrate this approach, a quasi-experimental evaluation of multiple after-school programs provided to a sample of Hispanic Americans is presented. This study offers a realistic example of how researchers in the field can induce change through the development of meaningful partnerships within the community.     

Exploring the experiences of female sport fans: A collaborative self-ethnography

Hegemonic masculinity would suggest that sport fandom is the exclusive domain of men and women are subordinate. Yet, it is apparent that women make up a significant portion of the professional sport spectator market. As such, it is important to systematically examine the role of hegemonic masculinity in the female sport fan experience. The purpose of this paper was to document, explore, and reflect upon personal experiences of female sport fans using a collaborative self-ethnography approach. Over a period of 3 months, we documented our experiences attending professional sport events (e.g., Major League Baseball, Canadian Football League) in the United States and Canada. Analysis of the data occurred through a process of sharing and critical reflection of our narratives. We identified three common themes that defined our experiences as female sport fans: (a) negotiating our definition of being a sport fan, (b) female sport fan as “the outsider”, and (c) marginalisation of other women. Our work provides some insight into the lived experiences of female sport fans. Discussion of the findings is intended to shed light on the conversation regarding hegemonic masculinity within the sport fan literature.     

Hospitalized youth and child abuse: A systematic examination of psychiatric morbidity and clinical severity

Many children and adolescents who require psychiatric hospitalization have been physically or sexually abused, yet the association between reported histories of abuse and the complexity and severity of mental illness among psychiatrically hospitalized youth is poorly described with regard to current inpatient psychiatric practice. We sought to determine the association between histories of abuse and psychiatric complexity and severity in psychiatrically hospitalized youth including comorbidity patterns, psychotropic medication use, reason for admission and length of hospitalization. A systematic chart review was performed on 1433 consecutive psychiatric hospitalizations of children and adolescents that occurred over a 10-month period. Children with a history of abuse were more likely to be diagnosed with multiple DSM-IV-TR disorders than non-traumatized children. A history of sexual abuse was associated with more medication use than in their non-traumatized peers and a higher likelihood of treatment with antipsychotic medications, both at admission and discharge. Physical and sexual abuse were independently associated with increased length of stays, with exposure to both physical and sexual abuse associated with a 2-day increase in duration of hospitalization compared to non-traumatized patients. The findings from this study draw attention to the adverse impact of abuse on psychiatric morbidity and complexity and suggest the need for trauma-informed treatment in psychiatric hospital settings.     

Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Research in Higher Education - Previous studies have documented student–faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as...     

Under the Umbrella: Pedagogy,knowledge production,and video from the margins of the movement

Abstract

In September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare glimpse into the multicultural world gathered beneath the umbrella of Hong Kong’s pro-democracy movement, and how a new generation of young female filmmakers are using video to share their changing perspectives on democratic reform, education, and everyday life.     

Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model

The purpose of this paper is to provide a proof of concept of a collaborative peer-, self- and lecturer assessment processes. The research presented here is part of an ongoing study on self- and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer- or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self- and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study.     

Special Education of Children with Fetal Alcohol Spectrum Disorder

The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in 2011–2012. The cost of special education among these students was 53.5 million Canadian dollars. Implications for decision- and policymakers, educational systems and school staff are discussed.