Transitioning to higher education: journeying with Indigenous Maori teen mothers

Young women giving birth to children or teen mothers are often on the fringes of society. To facilitate the journeys of these young women towards higher education, a number of organisations have been established. Taking Indigenous knowledge as our theoretical lens, our qualitative data were based on interviews with Indigenous Māori teen mothers and teen parent organisations. Our empirical study investigated organisational practices which support teen mothers in their quest for higher education. We make a dual contribution, firstly by extending and enriching scholarship on teen mothers, specifically Indigenous teen mothers, to facilitate understandings of their journey; and secondly we develop a model representing the challenges and successes of their journey and present organisational practices to enhance transitioning to higher education. We suggest that the integration of Indigenous knowledge opens up new avenues for a more sophisticated understanding of organisational practices intertwined with the journeys of teen mothers.     

Examining the Success Factors of High-Achieving Puerto Rican Male High-School Students

This article works to dispel the myth that Latino urban high-school students are not capable of performing at high academic levels. Whereas much educational research emphasizes the academic underachievement of urban Latino students, this article counteracts this research by describing the four success factors that three working-class Puerto Rican male high-school students attribute to their high academic achievement. These success factors are: (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican identity, (c) the influence of these students' mothers/sisters on their academic achievement, and (d) the potential for caring and sincere teachers and other school staff to influence high academic achievement. These findings have implications for Latina/o education and recommendations are provided.     

《喜福会》中的民族中心主义思想及其对跨文化交际的消极影响(英文)

文章深入分析了美国华裔女作家谭恩美的第一部小说《喜福会》中母女双方同时表现出来的民族中心主义思想,探讨了该思想在中美两种不同的文化背景下给小说中四对母女之间的交流与沟通带来的消极影响,从而指出在跨文化交际中应采取一种理性的文化相对主义的态度。     

撕裂虚幻神话 仿真现实人生——论池莉“崭新的眼睛”关注下的女性

自 8 0年代中期以来 ,女作家池莉的小说之所以引起人们的普遍关注 ,在于她使用“崭新的眼睛”撕裂了长期以来由众多的文学作品所虚构出的美好人生和理想生活的神话 ,仿真出了她眼中真实的生活。从池莉崭新眼睛关注下的女性形象中 ,我们可以看出她对母亲、爱情、婚姻等问题的真实认识和态度     

Between the estate and the state: struggling to be a ‘good’ mother

The paper draws on an ESRC‐funded study of 70 families in two London locations. It focuses on a set of contemporary and contradictory political discourses that work on and through the lives of working‐class mothers and thereby create tensions and impossibilities within their lives. We illustrate the ways in which these women are positioned by and within these discourses in ways that leave them vulnerable to political and media criticisms.     

男人写女人 女人写自己——《丰乳肥臀》和《女娲》中母亲形象比较

《丰乳肥臀》中的上官鲁氏和《女娲》中的李玉儿是两类母亲形象的典型代表,折射出两位作家不同的叙写策略和相异的文化心理,男人是在写女人,女人是在写自己,男女两性和谐发展依然任重而道远。     

Dynamics of parent involvement at a multicultural school

This paper describes a research project that uses Pierre Bourdieu's concepts of habitus and cultural and social capital to penetrate how middle‐class parents exercise influence and form positive relationships at the neighbourhood public school that serves various ethno‐cultural groups of students. One group of white, economically privileged students have populated the school since its founding; the others are new, immigrant, and diverse in ethnicity, race, and immigrant status. The parents of the former group of children enjoy active involvement in the school and trusting relationships with teachers that involves their differentiation from and exclusion of the new immigrant group. While the paper affirms the importance of social class differences in parent involvement, it integrates additional dimensions of immigration status and ethnicity.     

Self‐Compassion: A Mentorship Framework for Counselor Educator Mothers

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self‐compassion framework for mentors to increase emotional resilience of mothers in counselor education.     

Mothers’ Reactions to the Diagnosis of Cerebral Palsy: Associations with their Educational Level

The resolution of diagnosis of one’s child involves coming to terms with the child’s medical condition and accepting it both emotionally and cognitively. This study examined the relation between maternal resolution of the child’s diagnosis of cerebral palsy (CP) and their educational levels. We also aimed at understanding maternal resolution status with regard to other demographic variables. The sample consisted of mothers with children aged 2–7, being diagnosed with CP. Resolution of diagnosis was assessed using the Reaction to Diagnosis Interview. The obtained results suggested the connection between maternal level of education and their attitude toward the child’s diagnosis. Demographic variables were identified as possible protective or risk factors for the resolution process. This article points to the importance of providing adequate psychosocial aid to mothers of children with developmental disabilities.