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Liat Kulik 《International journal for the advancement of counseling》1995,18(2):85-96
The study examined the impact of ethnic culture and gender on attitudes toward work and occupations among Soviet immigrant and Israeli students. The research focused on image of occupations (sex-typing and prestige of occupations), as well as on perceived salience of work rewards.On the whole, it was found that ethnic culture had a greater impact than gender on these attitudes. Most of the occupations were evaluated as more masculine by the immigrants than by the Israelis. Moreover, occupations related to law enforcement were viewed as more prestigious by the immigrants than by the Israelis. With regard to work rewards, the Israelis attributed more salience than the immigrants to three aspects (social factors, instrumental factors, and working conditions). No differences were found between the two groups in the intrinsic aspect of work. At the same time, gender also had an impact on the attitudes examined, although this impact was less significant than that of ethnic culture. Regardless of origin, some of the prestigious occupations were perceived as more feminine by the women than by the men. In the same vein, women tended to attribute a higher degree of salience to comfortable working conditions than men.These findings elicited a number of practical recommendations for career counsellors working with new immigrants.The author is a lecturer at the Department of Sociology and Anthropology at Bar-Ilan University, Israel, and a research associate at the Vocational Counselling and Information Center of the National Employment Service, Tel Aviv. Research interests include women at work and sex roles in the family. 相似文献
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Noel Gough 《International Journal of Science Education》2013,35(11):1217-1237
This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse. 相似文献
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The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels. 相似文献