Probing Children's Prejudice‐‐a consideration of the ethical and methodological issues raised by research and curriculum development

Since the mid‐1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken‐for‐granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti‐racist and multicultural education in ‘all white’ schools. We draw extensively on a recent case‐study of 10 and 11 year‐olds’ responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam.     

Counselling as a dialectical process

This paper attempts to merge the dialectical perspective within the framework of counselling psychology. Both objective and subjective approaches to counselling are reviewed and a synthetical solution is proposed which falls within the all-encompassing dialectical perspective. Dialectical psychology's emphasis on process, change and values is seen as having implications for research (e.g., biographical or historical) and practice (e.g., eclectic counselling).     

When the going gets tough: Direct,buffering and indirect effects of social support on turnover intention

We examined the role of social support in turnover intention among new teachers. First, we tested and found evidence for a direct negative relationship between social support and turnover intention. Second, we tested the social support buffer hypothesis, and found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Third, we examined a mediational hypothesis, and found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.     

The issue at a glance

The issue at a glance     

CD-ROM use by rural physicians

A survey of 131 eastern Washington rural family physicians showed that 59.5% owned a personal computer with a CD-ROM drive. There was an inverse correlation between the physicians' years in practice and computer ownership: 10 years or less (80.6%), 11 to 20 years (72.2%), 21 to 30 years (55.6%), and more than 30 years (32.4%). Those physicians who owned a computer used their CD-ROM for entertainment (52.6%), medical textbooks (44.9%), literature searching software (25.6%), drug information (17.9%), continuing medical education (15.4%), and journals on CD-ROM (11.5%). Many rural doctors who owned computers felt that CD-ROM software helped them provide better patient care (46.8%) and kept them current on new information and techniques (48.4%). Indications for medical education, libraries and CD-ROM publishers are noted.