From sociological fictions to social fictions: some Bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus’

This paper expresses serious reservations regarding the increasingly popular Bourdieu‐inspired notions of ‘institutional habitus’ and ‘family habitus’ in education research. Although sympathetic to the overall theoretical approach and persuaded of the veracity and importance of the empirical findings they are used to illuminate, it argues that, from a Bourdieusian point of view, they actually present several difficulties that threaten not only to overstretch and reduce the explanatory power of the French thinker’s concepts but to stifle analysis of the kinds of struggles and complexities that both he and, somewhat contradictorily, the researchers in question spotlight. Bourdieu had his own ways of making sense of the themes raised, and although there is indeed a need to push him further than he went, to say what he did not and to emphasise what he would not, this has to be guided by consistent logic and not simply pragmatic empiricism.     

Bringing together acculturation theory and intergroup contact theory: Predictors of Flemings’ expectations of Turks’ acculturation behavior

The present paper explores Flemish majority members’ expectations concerning the acculturation of Turkish minorities. We studied two kinds of antecedents: majority members’ perceptions of Turkish minorities’ acculturation behavior and their experiences of intergroup contact. The possible mediating role of outgroup affect was also investigated. 247 Flemish high school students completed a survey. Data were analyzed using path analyses. Results show that positive contact experiences and perceiving that Turkish immigrants make efforts to engage in contact with the host group and/or to adopt the host culture are associated with less negative affective reactions towards Turkish migrants. Perceiving that Turkish immigrants maintain their heritage culture is associated with more negative affective reactions. Our results further revealed that increased negative affective reactions are associated with less support for culture maintenance and for contact with the host group but with a higher demand for host culture adoption. The present results also show that expectations of contact engagement and expectations of host culture adoption cannot be considered as equivalent. This implies that results from studies using Berry's conceptualization of acculturation expectations (Berry, 2001) and results from studies using Bourhis’ conceptualization of acculturation expectations (Bourhis, Moïse, Perreault, & Senécal, 1997) are not directly comparable. Our data also clearly disconfirm the orthogonal structure of the fourfold acculturation model for majority members’ acculturation expectations, suggesting that relying on the specific dimensions defining acculturation expectations may constitute a more valid approach to understand ongoing acculturation processes.     

独立学院毕业生就业期望影响因素研究——基于人力资本和社会资本的双重考察

依托母体高校举办的独立学院具有在招生、人才培养、就业指导等的特殊性,其毕业生所拥有人力资本和社会资本对就业期望可能产生特定的影响。基于人力资本和社会资本的双重因素,对某独立学院2012届毕业生的就业期望进行问卷调查和实证分析,结果显示独立学院学生在人力资本和社会资本的存量上存在差异;社会资本相对人力资本,对毕业生就业预期的影响更大些。为此,独立学院毕业生要正视所处的教育生态环境,理性认识人力资本和社会资本、高校要分类指导人力资本和社会资本不同含量的毕业生,正确认识社会资本的作用。既要维护"继承性社会资本"。也要开发"生成性社会资本"。政府应做好毕业生就业流向的合理疏导。     

读者批评理论视角下的《少年Pi的奇幻漂流》

由好莱坞华人导演李安执导的影片《少年Pi的奇幻漂流》一经上映,便好评如潮。该影片之所以会掀起观影热潮,因为该影片不仅满足了观众（读者）的期待视野,还在某些地方颠覆了观众（读者）的期待视野。此外,该影片在多处设置了不确定性和意义空白,激发观众（读者）去体会,想象,思考,填补,邀请观众（读者）参与影片的创作。本文试站在读者批评理论视角下,从四个方面分析该影片取得成功的原因。     

异地高考政策认同对随迁子女教育期望的影响机制探究

异地高考政策作为高考改革的一项重要内容,是否有助于随迁子女形成良好的教育期望?针对11个地区中8-11年级随迁子女的抽样研究表明:异地高考政策认同与其教育期望之间存在显著正相关。异地高考政策认同对随迁子女教育期望的影响及作用从微观层面来看,能够增强个体学业成绩对其教育期望各维度的正向影响;从中观层面来看,能够增强家庭社会资本对其教育期望部分维度的正向影响,能够削弱学校阶层隔离对其教育期望部分维度的负向影响;从宏观层面来看,能够削弱社会歧视知觉各维度的负向影响。因此,随迁子女异地高考政策认同对其教育期望存在着“正义补偿”“以考促学”及“城乡融合”等作用机制。如果这些随迁子女得到了社会公共政策的有效支持,有幸形成良好的教育期望,或许在阶层再生产逻辑之侧并行着社会流动的渠道。     

“望子成龙”有效吗?--基于亲子教育期望偏差对学业成绩的影响研究

教育期望是个体、父母或教师对学习者未来教育水平的预期,对学业表现与个体发展影响巨大。大量研究忽视了父母和子女之间教育期望差异的普遍存在,而相关差异极易造成个体欠佳的行为表现。本文基于2014—2015年“中国教育追踪调查”数据,采用最小二乘回归(OLS)、倾向得分匹配(PSM)和Bootstrap法中介效应检验,探究亲子教育期望偏差对青少年学业成绩的影响及作用机制。研究发现:亲子教育期望偏差显著负向影响青少年的学业成绩。以强烈的“望子成龙”心愿为典型表现的上偏型亲子教育期望偏差并不合理,对学业成绩有显著负向影响,而下偏型亲子教育期望偏差与学业成绩之间不存在显著关系。心理压力、学业负担和负向情绪在上偏型亲子教育期望偏差和学业成绩之间起部分中介作用。与女生相比,男生的学业成绩更易受到上偏型亲子教育期望偏差的负向冲击。基于此,提出形成适度教育期望、增进亲子沟通交流等对策建议。     

高职院校心理咨询人员如何正确引导来访学生期望

针对来访学生对心理咨询不切实际的各种期望,通过分析来访学生的特质和他们对心理咨询的反应,探讨在高职院校心理咨询中如何应对来访学生的期望.     

我国大学生幸福指数体系的设计与分析

大学生幸福指数是全面衡量大学生生活、学习、成长的指标,正成为现代教育学研究的热点。大学生幸福指数包含学习环境、心理健康、生活环境和社会期待4个要素。基于我国大学生的样本,验证性因子分析揭示了大学生幸福指数改进的内部机理,发现了幸福指数的优势和不足,从而为大学生全面发展策略的制定和实施提供了理论指导。     

职业教育利益相关者的需求和期望研究——基于增强职业教育吸引力的分析

职业教育利益相关者包括直接利益相关者、间接利益相关者和准利益相关者。直接利益相关者中教师、学生、行政管理者、政府、合作单位和用人单位,间接利益相关者中的学生家庭、中介机构、同类院校和行业组织以及各类准利益相关者的利益需求和期望存在明显的差异。研究职业教育利益相关者不同的需求与期望,是增强职业教育吸引力的基础,也是职业教育得以生存与实现可持续发展的基础。     

Building student-teacher relationships and improving behaviour-management for classroom teachers

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.