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1. Becoming a Woman: The Construction of Female Subjectivities and Its Relationship with School (EJ820675)
Author(s):
Susinos, Teresa; Calvo, Adelina; Rojas, Susana
Source:
Gender and Education, v21 n1 p97-110 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Females; Sexual Identity; Self Concept; Life Satisfaction; Minority Groups; Disabilities; Cultural Influences; Foreign Countries; Personal Narratives; Young Adults; Disadvantaged; Educational Discrimination; Womens Education
Abstract: In this article we analyse the construction processes of female subjectivities by studying the self-descriptions that various young women give about their own image, their satisfactions and dissatisfactions and their project for life. A conclusion is drawn that the construction of these female identities cannot be separated from the discursive practices in which they are immersed, by virtue of being from an underprivileged social class, belonging to a minority ethnic-cultural group, or to a disabled group. We can fully appreciate that the hegemonic model of femininity is both accepted and questioned by the girls in a non-linear way. On the other hand, schools, as reference institutions for the youngest generations, must check to see what extent their teaching practices nurture these processes or not. This work forms part of a more extensive ongoing research project started a number of years ago by two Spanish universities (Cantabria and Seville). (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Inclusion and Mastery: Variations on the Theme of Subjection (EJ820678)
Claiborne, Lise Bird; Cornforth, Sue; Davies, Bronwyn; Milligan, Andrea; White, Elizabeth Jayne
Gender and Education, v21 n1 p47-61 Jan 2009
Journal Articles; Reports - Descriptive
Descriptors: Social Theories; Self Concept; Educational Practices; Mastery Learning; Inclusive Schools; Mainstreaming; Student Needs; Special Needs Students; Autobiographies; Memory; Feminism; Gender Issues; Human Body
Abstract: This article undertakes a discursive analysis of the concepts of "inclusion" and "mastery" using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non-mastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends Butler's theorising of the human subject as constituted through processes of exclusion and differentiation. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Experience of Miscarriage in First Pregnancy: The Women's Voices (EJ821643)
Gerber-Epstein, Paula; Leichtentritt, Ronit D.; Benyamini, Yael
Death Studies, v33 n1 p1-29 Jan 2009
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Females; Pregnancy; Self Concept; Qualitative Research; Role; Grief; Social Support Groups
Abstract: The study is a qualitative analysis of 19 interviews with Israeli women who have lost a first pregnancy to miscarriage. Neither the public nor health care professionals are fully aware of the implications and significance of miscarriage to the woman who has lost the pregnancy. The goal of this study was to understand and give voice to the women's experience. Five themes were revealed--the greater the joy, the more painful the crash; the nature and intensity of the loss; sources of support; life after the miscarriage; and recommendations to professionals. The experience of miscarriage was found to be grounded in the meaning of being a woman, as the loss of the pregnancy undermines the women's basic belief in their fertility and as a result threatens their meaning and role as women. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Importance of Motivation as a Predictor of School Achievement (EJ821865)
Steinmayr, Ricarda; Spinath, Birgit
Learning and Individual Differences, v19 n1 p80-90 2009
2009-00-00
Descriptors: Academic Achievement; Student Motivation; Prediction; Grade 12; High School Students; Adolescents; Grade 11; Self Concept; Mathematics Achievement; German; Intelligence Quotient; Predictor Variables; Values; Goal Orientation; Foreign Countries
Abstract: The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions, goals, and achievement motives. Hierarchical regression and relative weights analyses were performed with grades in math and German as dependent variables and intelligence as well as motivational measures as independent variables. Beyond intelligence, different motivational constructs incrementally contributed to the prediction of school achievement. Domain-specific ability self-perceptions and values showed the highest increments whereas achievement motives and goal orientations explained less additional variance. Even when prior achievement was controlled, some motivational concepts still proved to contribute to the prediction of subsequent performance. In the light of these findings, we discuss the importance of motivation in educational contexts. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. A Phenomenological Analysis of the Experience of Receiving a Diagnosis and Treatment of ADHD in Adulthood: A Partner's Perspective (EJ822481)
Young, Susan; Gray, Katie; Bramham, Jessica
Journal of Attention Disorders, v12 n4 p299-307 2009
Descriptors: Attention Deficit Hyperactivity Disorder; Disability Identification; Clinical Diagnosis; Adults; Drug Therapy; Self Concept; Social Behavior; Interpersonal Relationship; Interpersonal Competence; Interviews; Phenomenology; Emotional Response; Psychological Patterns; Counseling; Spouses; Foreign Countries
Abstract: Objectives: The objectives are to explore the experience of living with a person who has undergone a process of diagnosis in his or her adult years and to examine, from the partner's perspective, how diagnosis and treatment with medication affects the ADHD patients' understanding of themselves, their behavior, and their relationships with others. Method: Participants were the partners of eight patients who had been diagnosed with ADHD in adulthood. Semistructured interviews were conducted, and the data were analyzed according to interpretative phenomenological analysis. Results: Three master themes emerged from the analysis: perceptions of inadequacy of the ADHD partner, emotional impact of diagnosis, and medication not a panacea. Conclusion: Results indicate a need for psychological treatment to be provided to clients following diagnosis. Information leaflets for partners will also help partners' ability to facilitate their own knowledge and understanding, which in turn will help them better support their AD/HD partners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Cosmetic Surgery Makeover Programs and Intentions to Undergo Cosmetic Enhancements: A Consideration of Three Models of Media Effects (EJ822404)
Nabi, Robin L.
Human Communication Research, v35 n1 p1-27 Jan 2009
Descriptors: Self Concept; Surgery; Young Adults; Models; Mass Media Effects; Media Research; Television Viewing; Social Theories; Correlation; Physical Characteristics; Interpersonal Attraction; Attitudes
Abstract: The recent proliferation of reality-based television programs highlighting cosmetic surgery has raised concerns that such programming promotes unrealistic expectations of plastic surgery and increases the desire of viewers to undergo such procedures. In Study 1, a survey of 170 young adults indicated little relationship between cosmetic surgery makeover program viewing and body satisfaction or perception of risk but a small positive association with desire to undergo cosmetic surgical procedures. In Study 2, a survey of 271 young women allowed for a test of three theoretical explanations for this association. Evidence in support of cultivation theory, social cognitive theory, and social comparison theory emerged, thus highlighting the need for a more integrated theoretical model of media effects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Deepened Mirrors of Cultural Learning: Expressing Identity through E-Writing (EJ822669)
Andrew, Martin
CALICO Journal, v26 n2 p324-336 Jan 2009
Descriptors: Foreign Countries; English (Second Language); Qualitative Research; Immigrants; College Students; Second Language Learning; Reflection; Journal Writing; Electronic Journals; Self Concept; Metacognition; Cultural Awareness; Cultural Education
Abstract: This paper qualitatively analyzes reflective data gathered from learners' electronic and paper writings about their cultural learning in and about New Zealand. The data comes from three intakes of learners in "Culture and New Zealand Society," a second-year course for migrant and international learners within a Bachelor of Arts in English as an Additional Language (BA [EAL]) at a tertiary institute in New Zealand. As part of an assessment of cultural learning, students write and reflect on their cultural observations and experiences. They submit reflective writings in two forms: a 150-word e-text journal entry using the rhetorical e-spaces of "Blackboard", and a 1,000-word paper journal account of cultural and linguistic learning during community participation. After the data in the e-writings had been open coded, a range of themes emerged. This paper presents results in two key areas: the development of identities through reflective positioning (Pavlenko & Blackledge, 2005), and the useful "realness" of community placement to highlight and complement class "content." Themes emerged from analyzing the e-texts and matched themes in the journals. The analysis suggests that e-writings have the potential to make students "think beyond the square" (Coster & Ledovski, 2005). E-text journal entries are at least as useful as paper texts in mapping learners' cultural and metacognitive awareness. This poses the question that e-moderated writings might reflect more candor and could hence reflect deeper mirrors of learning. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Learning Difficulty and Learner Identity: A Symbiotic Relationship (EJ822293)
Hirano, Eliana
ELT Journal, v63 n1 p33-41 Jan 2009
Descriptors: Case Studies; Self Concept; Teacher Researchers; Teaching Methods; Learning Problems; Diaries; Longitudinal Studies; Adult Students; Second Language Learning; Second Language Instruction; English (Second Language)
Abstract: This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions, interviews, and learner and teacher-researcher diaries show that this learner's difficulty and identity were deeply intertwined and influenced each other. The discussion of the findings is divided into three parts: past EFL learning experiences that shaped his identity, examples of the mutual relationship between learning difficulty and learner identity, and pedagogical actions that aimed at, and somewhat succeeded in, triggering the transformation of the student's identity. The results of this study are promising and offer teachers a more empowering and optimistic way of dealing with students who present difficulty learning English. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Increasing Latina/o Students' Baccalaureate Attainment: A Focus on Retention (EJ822819)
Oseguera, Leticia; Locks, Angela M.; Vega, Irene I.
Journal of Hispanic Higher Education, v8 n1 p23-53 2009
Descriptors: Graduation Rate; Hispanic American Students; Educational Attainment; Academic Persistence; Higher Education; Educational Research; Community Colleges; College Transfer Students; Student Financial Aid; Program Descriptions; Diversity (Faculty); Program Implementation; Self Concept; Ethnicity; Academic Achievement; Educational Practices
Abstract: Notwithstanding years of retention efforts, graduation rates of Latinas/os remain alarmingly low. The purpose of this review is threefold. First, the authors go beyond traditional theory and highlight those scholars who shed new information on retention for Latina/o students. Second, they summarize factors that specifically affect Latina/o students. Third, promising practices for effectively retaining Latina/o students in higher education institutions are highlighted. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Social Coping among Academically Gifted Adolescents in a Residential Setting: A Longitudinal Study (EJ822967)
Cross, Tracy L.; Swiatek, Mary Ann
Gifted Child Quarterly, v53 n1 p25-33 2009
Descriptors: Summer Programs; Academically Gifted; Coping; Interpersonal Relationship; Interaction; Peer Acceptance; High Schools; Student Behavior; Longitudinal Studies; Adjustment (to Environment); High School Students; Residential Schools; Self Concept
Abstract: Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two graduating classes at the academy completed the Social Coping Questionnaire on two (class of 2006) or three (class of 2005) occasions during their 2 years at the academy. Significant differences across approximately the first year at the academy are found for the items "denying giftedness" (more common after a year at the academy), "social interaction" (less common after a year at the academy), and "peer acceptance" (higher after a year at the academy). Putting the Research to Use: Schools are inherently social enterprises. Research has demonstrated that students with gifts and talents often learn coping behaviors to navigate the social milieus of their schools. Because students have agency, they have the capability to modify their social coping strategies based on their perceptions and social goals. This paper sheds light on both the social coping behaviors of 300 academically gifted students upon entering a residential school for gifted adolescents and how they adapted to the new community over a two-period. The results of this study allow the reader to understand the complexities of school environments as social contexts and how students with gifts and talents cope with them. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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