Mexican-Origin Youth's Cultural Orientations and Values: Do Older Sisters and Brothers Matter?

Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings’ cultural orientations and familism values predicted changes in younger siblings’ cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings’ modeling as moderators. Participants were 246 Mexican-origin younger (M_age = 17.72; SD = 0.57) and older siblings (M_age = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings’ Anglo orientations and familism values interacted with younger siblings’ modeling: When younger siblings reported high modeling, older siblings’ Anglo orientations and values predicted increases in younger siblings’ Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization.     

家庭游戏及面临的挑战

通过对家庭视频/电脑游戏和视频/电脑游戏设备的使用情况,对家庭视频/电脑游戏推广和使用的影响因素,如家庭经济状况、性别和年龄差异、游戏观念、游戏角色及游戏类型等进行详细地分析,指出这些影响因素决定了家庭对游戏的接受程度,也决定了家长在家庭视频/电脑游戏中所扮演的角色。家庭视频/电脑游戏也面临的诸多挑战,如游戏中的暴力内容、安全性、游戏时间与空间、健康问题和游戏的社交性等。     

SITES2006–International comparative survey of pedagogical practices and ICT in education

This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for 2006; therefore the project is called ‘SITES2006’.

‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years

Children’s reading materials are a widely available cultural resource that children may draw on to make sense of gender. Much of the research on gender and reading materials has used content analysis and has focused on children’s literature. The research we present in this article detours from these approaches, using a feminist post‐structuralist analysis to examine constructions of gender in a randomly selected sample of 100 early school readers used in New Zealand schools over the last 50 years. Methodologically, our work contributes to the relatively small number of studies that analyze illustrations as texts of meanings. Analysis of the illustrations incorporates exploring the connotations of illustrations, identifying gender discourses, defining positions available within the discourses and illuminating similar discourses in other texts. Our analysis suggests relatively little change across 50 years in the availability of diverse representations of men, women and children in early school readers.