困境与超越：扶贫工作的政治学分析

扶贫开发是国家治理的重要内容，有着丰富的政治意涵，展示着执政党执政、政府治理的基本过程和价值归属。中国的扶贫工作带有着明显的运动式、项目制、压力型的色彩，在取得巨大成效的同时，也有着走向无序化、无效化的风险。以现代国家建设和政党建设的基本理念，构筑多中心的贫困治理格局，建立现代化的扶贫开发的制度体系，走向法治化、制度化、民主化、规范化是扶贫开发的治本之策。     

教育时空拓展:教师专业成长的机遇与挑战

随着人类文明的进步、社会的发展以及信息技术的普及，教育时间和空间得到迅速拓展。教育时空拓展正如一把双刃剑，给教育活动的实施带来机遇的同时也带来了挑战。教师作为教育活动的主要组织者和实施者，在享受机遇的同时也要迎接教育时空拓展所带来的挑战。通过分析教育时空拓展的内涵与表征，发现教师专业成长正处在社会化、终身化与数字化的发展大潮中，因此教师要充分利用好教育时空拓展带来的机遇，同时慎重应对由此面临的挑战，不断提高应变能力，以促进教师专业成长和教育事业的发展。     

Surgical Identity Play: The Anatomy Lab Revisited

The anatomy lab has been studied by sociologists interested in professional socialization since the 1950s. This is because the act of dissecting a cadaver is thought to be foundational for both the student's medical knowledge and the development of the student's professional identity. In this paper, I revisit the anatomy lab both historically and ethnographically. Drawing on theoretical insights from the laboratory ethnography tradition within science and technology studies, I show that students use material artifacts in the lab to support their “surgical identity play.” This activity is structured by the laboratory's performative architecture even while it is unsupervised by anatomy faculty. While many analyses of professional socialization focus on how students learn to interact with patients during their training, I show that the anatomy lab experience is an important form of professional socialization because here students learn to employ surgical instruments, language, and dress, and begin to relate to each other as colleagues.     

Enhancing practitioner-led education in social work: developing a secondment project

ABSTRACT

This paper illustrates the development of a secondment project designed to enhance practitioner-led social work education in a Higher Education Institution. The project was developed as part of a Teaching Partnership initiative to establish joint working and standardized approaches to social work education between Higher Education Institutes and Local Authorities across a UK region. Highlighted is how the project utilized a six-stage strategy designed to gather information to produce an evidence-base to support the implementation of a pilot practitioner secondment arrangement. The paper discusses strategies used to gather information from a range of stakeholders to inform the project, the project outcome and some considerations for future secondment arrangements. Contributing to a limited source of literature, challenges and limitations of developing formal secondment arrangements and delivering practitioner-led education in Higher Education Institutes are highlighted. This paper will assist Higher Education Institutes and Local Authorities in the design and implementation of formal secondment arrangements where these are identified as in need of development.     

‘It simplifies research!’: impact of a song lyrics exercise among MSW students

ABSTRACT

The use of pop culture sources in social work education enhances the learning of MSW students in the human behavior, policy and diversity courses. Pop culture sources can enhance learning because of the potential for a quicker recall of content, revealing hidden talents and sophisticated understanding of the concepts, and making the assignments more enjoyable for students. However, the impact of utilizing pop culture sources among MSW students in research courses remains unknown. It is imperative that contemporary teaching modalities be implemented in research courses because MSW students have mixed feelings about taking research classes and conducting research of their own. The purpose of this article is to report findings of the implementation of a pop culture source-analyzing song lyrics-in an introductory MSW research class at one university in the USA. Qualitative and quantitative data were collected from (N = 17) MSW students. Findings lend support to utilizing the song lyrics exercise, as students reported enhanced self-efficacy and knowledge of the research process. Future research should assess the impact of this activity with larger samples.     

Navigating the gendered academy: women in social work academia

ABSTRACT

Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.     

Are college students health literate?

Abstract

Objective: To examine the health literacy of college students. Participants: A convenience sample of 245 graduate and undergraduate college students. Methods: During February–April of 2018 participants completed the Short Test of Functional Health Literacy which assessed literacy on two passages describing a thyroid scan, and basic healthcare insurance information. Results: Most college students displayed adequate health literacy (99.2%). The ANOVA analyses revealed college classification was the most significant predictor, followed by ethnicity, sex, and primary language. Age was significantly related to health literacy, when holding college classification constant. Interestingly, college major, healthcare work experience, or having health care credentials were not predictors of health literacy. Conclusion: This group of college students had adequate health literacy skills. However, the results of this study revealed demographic disparities that suggest further study.     

The understudied half of undergraduates: Risky sexual behaviors among community college students

Abstract

Objective: This study examines the prevalence and risk factors associated with risky sexual behaviors in community college students. Participants: A diverse sample of 18–19-year-old community college students (N?=?264). Methods: Baseline data from an online prevention program administered in 2015. Results: Community college students in this sample disproportionately experienced sexual assault and were unlikely to test for STIs. Higher intentions to engage in risky sexual behaviors were associated with gender and sexual experience, but also with having lower intentions to communicate with a sexual partner about pregnancy and STIs, and having higher gender norm endorsement. Conclusions: Older adolescents attending community colleges may be at high risk for poor sexual health outcomes, and appropriate theory-based education should be tailored to meet the needs of these underserved students.     

Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences

Faculty mentorship is a highly advantageous yet under-explored form of social capital which can grant access to co-curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural capital, making faculty mentorship a site of social reproduction. To explore variations in this process, I compare two institution types: a small, teaching/undergraduate-focused regional university and a large, research-intensive flagship. In interviews with 68 working- and upper-middle-class students, I find that college context mediates the relationship of class background and faculty mentorship. Upper-middle-class students fostered advantageous faculty relationships at both universities, but working-class students diverged: at the flagship, they rarely approached professors in search of mentorship, while those at the regional university described close, beneficial connections with professors. I discuss working-class students’ dissimilar experiences in terms of each university’s structural and cultural characteristics (organizational habitus), particularly their institutional focus and size. I argue that through their particular organizational features, colleges can both reproduce and reduce inequalities, challenging the determinacy of precollege socialization in education.     

Potentials of care: The uncertain politics of social and emotional ability and difference in American childhood

This article examines middle class children's and parents' complex engagements with contemporary practices of cultivation, care and surveillance focused on children's social and emotional capacities and differences. Emblematic of a sociality and emotion-focused biopolitics of childhood, such care provokes moments of spontaneous connection and self-expression for children even as they engage dynamics of disciplining control and normalisation, an outcome that may work against and towards the objectives of care. Moreover, parental investments in social–emotional care reveal adults' conflicted implication in dynamics of child normalisation, and the potential of this form of caretaking to generate politically valuable empathic insight.