Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years

This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0–8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this paper focuses its attention on the different ways in which their working roles are constructed and the possible ways in which this leads to the imposition of gender roles upon professionals in the 0–8 workforce in England.     

Investigating self‐perceptions and resilience in Looked After Children

The perceptions of Looked After Children (LAC; n = 51), their Designated Teachers (DTs), and a sample of non‐LAC (n = 99) were elicited. LAC held more positive self‐perceptions than the non‐LAC, and similarly positive ratings were given for the LAC by their DTs; but LAC held lower career aspirations than the non‐LAC. LAC differed in their levels of resilience, in terms of the number of risk and protective factors identified for each child. Girls had more protective and fewer risk factors than boys. Moreover, a high incidence of protective factors in LAC was associated with positive self‐perceptions, and a high incidence of risk factors was associated with negative self‐perceptions. The implications of these findings for educational psychology practice are discussed.     

Parenting Style as a Context for Emotion Socialization

Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong–Chinese mothers. Data were collected from 189 Hong Kong–Chinese mothers of 6- to 8-year-old children. Hong Kong–Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way. Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents.     

Academic Mentoring and Dropout Prevention for Students in Math,Science and Technology

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.     

Combination Classrooms Revisited

In their box score review, Mason and Burns (1997) conclude that while comparisons of combination and single‐grade classes show no general differences in student achievement, combination classes nevertheless have a small negative effect. Based on the results of a best‐evidence synthesis (Veenman, 1995) and a meta‐analysis of an extensive and international research base (Veenman, 1996), I argue that there is no empirical evidence at this moment showing student learning to suffer in combination classes. Mason and Burns also conclude that the negative instructional effects characteristic of combination classes are compensated for by placing better students and teachers in combination classes. On the basis of my best‐evidence synthesis and meta‐analysis, however, I can find no indication of the selection bias suggested by Mason and Burns.     

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress,Burnout, and Teaching Efficacy

Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.     

The roles of value predispositions,communication, and third person perception on public support for censorship of films with homosexual content

This study aims to examine the roles of value predispositions, communication, and third person perception on public support for censorship of films with homosexual content in Singapore. Findings from a nationally representative telephone survey of adults showed that the majority of Singaporeans supported stricter censorship of films with homosexual characters. Conformity to norms, intrinsic religiosity, and Asian orientation were positively associated with public support for censorship. Media exposure and perceived negative media effects on self were negatively associated with public support for censorship. Our results supported the perceptual component but not the behavioral component of the third person effect.     

Promoting preventive behaviors against influenza: Comparison between developing and developed countries

Applying the health belief model, this study examined young adults' intention to adopt preventive behaviors against influenza infection in developing countries (Thailand and Cambodia) and developed countries (the USA and Singapore). Self-efficacy was the only variable significantly related to behavioral intention in the developing countries. In contrast, perceived threat, expected benefits, and media attention were significant predictors in the developed countries. Trust in information sources also had a consistent impact across the two samples. Theoretical and practical implications of the findings are discussed.     

Self-Publishing: Opportunities and Threats in a New Age of Mass Culture

Developments in vanity presses, electronic publishing and social media have led to outstanding growth in the publishing industry. Eighty percent of people believe they have a book in them and the opportunities provided by new technologies are responding to their needs. This raises important questions: What effect will these developments have on the industry? In this environment, is quality control feasible? How will potential readers find their treasure? Will book publishing remain a cost-effective activity? We will examine the publishing industry looking for the answers to these questions and may just find that things are not as bleak as we initially thought.