大学生社会实践长效性机制构建的探索

通过调查分析了大学生社会实践活动取得的成果和存在的问题;结合国外大学生社会实践的经验,提出构建大学生社会实践长效性体系的构想:领导重视,形成制度,突出实效;转变学生社会实践观念,满足学生需求;多方联系,寻求社会支持;建立网络实践平台,全程推进社会实践活动;为学生社会实践提供实践教师指导,为学生提供全程服务。     

(In)(Out)Sider(s): White Immigrant PhD Students Reflecting on their Teaching Experience

This article focuses on personal accounts of the early experiences of two white immigrant PhD students with teaching responsibility at a Canadian university. The authors use auto-ethnography to reflect on the intersection of ‘whiteness’ and immigrant status and critically examine the teaching and learning dynamics of the university classroom. Using the lens of feminist intersectional theory, we argue that the processes of identity construction (both personal and professional) experienced by white immigrant novice instructors follow the tenets of social construction of immigrants as the ‘Other’ and show that our position as outsiders undermines our ability to actively attend to diversity in the classroom. We conclude by recommending strategies for transformation and enhancement of the dialogue between immigrant instructors and students within a supportive university environment.     

Mock Ebonics: Linguistic racism in parodies of Ebonics on the Internet

This study describes and analyzes outgroup linguistic racism in parodies of Ebonics (‘Mock Ebonics’) that appeared on the Internet in the wake of the December 18, 1996 resolution of the Board of Education of the Oakland (California) Unified School District on improving the English-language skills of African-American students. We examined 23 World Wide Web pages containing 270,188 words, from which we chose nine pages containing 225,726 words for in-depth analysis. Drawing on a characterization of Mock Spanish, our analysis shows that Mock Ebonics is a system of graphemic-phonetic, grammatical, semantic, and pragmatic strategies for representing an outgroup's belief in the imperfection and inferiority of Ebonics and its users. We show how producers of Ebonics parody pages employ these strategies, which are common in speech stereotypes, to articulate an anti-Ebonics language ideology and shift the blame for the poor academic performance of African Americans from a racist society to learners and the community from which they come.     

How Women Engineers Do and Undo Gender: Consequences for Gender Equality

The image of engineering as a masculine profession has reproduced the perception that engineering is unsuitable for women. While various strategies have been used to try to increase the number of women entering engineering education and employment, their success has been limited. At the same time it has been argued that the way gender is ‘done’ in work can help diminish or increase inequality between the sexes. Using empirical research exploring women engineering students’ workplace experiences, this article considers how gender performance explains their behaviour and attitudes. Butler implied that doing gender can result in our being ‘undone’. This was specifically found to be the case for the women students in this study, who performed their gender in a particular way in order to gain male acceptance. In doing this they utilized certain coping strategies: acting like one of the boys, accepting gender discrimination, achieving a reputation, seeing the advantages over the disadvantages and adopting an ‘anti‐woman’ approach. These strategies are part of women's enculturation and professionalization in engineering, yet they also fail to value femaleness. In ‘doing’ engineering, women often ‘undo’ their gender. Such gender performance does nothing to challenge the gendered culture of engineering, and in many ways contributes to maintaining an environment that is hostile to women.     

It’s OK not to be OK: Shared reflections from two PhD parents in a time of pandemic

Adopting an intersectional feminist lens, we explore our identities as single and co‐parents thrust into the new reality of the UK COVID‐19 lockdown. As two PhD students, we present shared reflections on our intersectional and divergent experiences of parenting and our attempts to protect our work and families during a pandemic. We reflect on the social constructions of ‘masculinities’ and ‘emphasized femininities’ as complicated influence on our roles as parents. Finally, we highlight the importance of time and self‐care as ways of managing our shared realities during this uncertain period. Through sharing reflections, we became closer friends in mutual appreciation and solidarity as we learned about each other’s struggles and vulnerabilities.     

“Not for the fainthearted”: Engaging in cross-national comparative research

Gerontologists are increasingly taking up the challenge of cross-national research and while there has been an increase in reporting on the product (findings) of this type of scholarship, there has been much less written about the process (methodology) of this approach, particularly in the gerontological literature. In 2009 our newly formed research team enthusiastically embarked on a cross-national comparative research study of social isolation and aging. In this paper, we ‘publicly’ reflect on our research process, sharing what we have learned — what ‘happened’, strategies that ‘worked’, places along the way where we might have intervened to mitigate the difficulties we encountered, and the implications of our experience on our research. Integrating the knowledge gained through our lens as newcomers to international comparative research, we end by presenting a Conceptual Framework for Cross-National Research.     

Exploring social work students’ attitudes towards feminism: opening up conversations

This paper reports on findings from a 2013 study of UK social work students’ attitudes towards feminism and the perceived relevance of feminist theory to social work practice. Building on an earlier, single-university exploration of students’ views, the study made use of social media (Twitter) to access opinions of students from seven universities across the UK using an online survey tool. Whilst it is not possible to make generalising claims based on ‘opt in’ research of this nature, the findings are nevertheless suggestive of some important issues for those working with social work students today. Principally, they showed that understandings of feminism in the student cohort were diverse and may be very different to the feminism that an older generation of academic and fieldwork educators may have grown up with. The article argues that it is important, in the light of this, to interrogate what we mean by feminism in our work with students. This will then allow us to open up wider conversations about power, agency and structure, thus bringing greater criticality and reflexivity to our teaching and learning.     

Genetic counseling students’ experiences with mental illness during training: An exploratory study

Mental illness is a substantive issue for graduate students. We investigated experiences of mental illness during training among genetic counseling students, a subgroup of graduate students for which little data exists on this topic. Genetic counseling students and recent graduates (n?=?227) completed an online survey, from who 11 were selected to participate in semi-structured telephone interviews. Thematic analysis and member checking were employed to interpret the interviews. An overarching theme of importance to participants’ mental health during genetic counseling training was safety, with subthemes of: trust/confidentiality, stigma and fear of labeling, developing a unique professional identity, and ability to engage in self care strategies. Our data could help genetic counseling training programs develop strategies to support students’ mental health.     

Attitudes and Acts of Sexual Aggression on a University Campus*

There is increasing understanding of the widespread extent of men's physical sexual coercion of women in this society. In this study, we document the amount of that coercion among a sample of college students. We try to explain that coercion in terms of certain valucs (traditional sex-role conceptions that amount to an ideology of gender inequality). We also try to explain that coercion in terms of attitudes towards physical sexual coercion. For purposes of this study, we measured both females’experience as victims of sexual aggression and males’experience as perpetrators of sexual aggression. We also measured both males’and females’values regarding gender inequality and attitudes regarding sexual aggression. We found that female college students in our sample had experienced a considerable amount of sexual aggression. We also found that male and female students’values regarding gender inequality and their attitudes regarding physical sexual coercion differed widely. Finally, we found strong relationships between male students’values and attitudes and their participation in sexual aggression.     

A Tale of Two Programmes: Developing Communities of Learning with Practice Partners in Social Work and Humanitarian Studies at Charles Darwin University,Northern Territory,Australia

Online engagement is difficult when teaching complex clinical reasoning skills which are central to developing professionalism in the health and welfare workforce. This paper explores how our team has engaged students in online discussion by introducing research projects brought by our practice partners to the mix of activities completed by students. At Charles Darwin University in the Northern Territory, Australia, the social work and humanitarian studies degree-level programmes are delivered in blended mode involving a combination of face-to-face and online learning. Within these modes of delivery students are presented with questions and activities drawn from our practice partners to bring ‘real world relevance’ to learning. Drawing from examples provided by the practice settings in which the students wish to work after they graduate, we have found that this relationship between the academy and practice agency effectively bridges the gap between the worlds of theory and practice for our students. In a community of learning model, students elect to work on local practice partners' projects throughout the semester. This mix of academia working in partnership with frontline social and humanitarian workers brings immediacy to the learning. Opportunities for ‘deep learning’ are facilitated by this partnership approach. The implications for using communities of learning models for engaging students from two professions in online activities are discussed.     

Selection and influence processes in academic achievement—More pronounced for girls?

Friends tend to be similar in their academic achievement. In this study, we investigate whether this similarity results from students selecting friends with similar achievement or from friends influencing students’ achievement. In particular, we argue that selection and influence effects should be stronger among girls than among boys. Using friendship network data on 1273 German secondary school students and stochastic actor-oriented models for the co-evolution of networks and behavior, we find selection effects only among girls, which is in line with our theoretical arguments. By contrast, influence effects contribute to achievement similarity among both boys and girls.     

Ein Ansatz zur Förderung von Reflexionskompetenz: Fallarbeit in 7 Schritten

This article describes a didactical model for higher education purposes focusing on the development of theory driven and self driven ‘case reflection competence’. We (Telse Iwers-Stelljes and Renate Luca) have developed this procedure in the last 6 years and formative evaluated it in different investigations. Starting point of this project were the actual results on studies of antinomical conditions of professional teachers and students in the classroom environment and the intention to find a humanistic psychologically-oriented access to handle them. In the following, we are going to describe 1) the theoretical foundations of our researches to explain the context of our model, 2) its methodical implementation and 3) a case reconstruction based on an example reflected by one of our students.     

Forms of Capital and Habitus in the Decision to Go on Academic Exchange

Although Canadian universities have made internationalization a strategic priority, only few Canadian students currently participate in any international study opportunities. Drawing on interviews with Canadian students who were about to spend some of their undergraduate education abroad as exchange students, or had recently returned from a study exchange, we argue that despite the importance of relatively high costs associated with international study experiences, cultural factors play a more important role in enabling the decision to study abroad. Being habitually exposed to travel in one's family, and having been encouraged to travel independently as a teenager or young adult emerge as important precursors to our participants’ decision to take part in study exchanges. Although one needs to engage critically with university administrators’ current preoccupation with internationalization, being exposed to an extended time abroad has shown to have positive effects, especially for otherwise underprivileged students. Given the exploratory nature of this study, we conclude with suggestions for further research aimed at confirming our findings and developing policy.     

我国职业技术培训现状及对策研究

我国近年来出现了"用工荒"和大学生"就业难"并存的问题,该问题的解决需要从劳动力的"质"上去突破,要通过职业技术培训来改善我国的人才结构。但是我国目前的"学校-企业-培训机构"三位一体的职业技术培训体系还存在诸多不足,文章将从主体资格、培养方式两个方面提出解决对策。     

Developing a Syllabus for a Mixed‐Methods Research Course

In this paper, the author shares with readers his journey towards creating and evaluating a mixed‐methods research course in education using a course design framework to guide the discussion. He discusses important questions such as what goes into a mixed‐methods syllabus, what resources are available to instructors and students, what learning goals we might set for our students and how we might assess whether students achieve these goals in the context of teaching his own course for the first time. There is a need for dialogue among the ‘first generation’ of instructors of mixed‐methods research courses about how we teach these courses – readers are encouraged to continue this dialogue about teaching mixed‐methods research courses by following up on and extending the ideas in this paper.     

Embedding Cultural Literacy in Higher Education: a new approach*

Higher Education institutions face specific challenges preparing graduates to live and work in transdisciplinary and transcultural environments. It is imperative for these institutions to provide their students with the skill sets that will give them the mobility and flexibility to be able to operate efficiently in different cultural and professional contexts. This position paper proposes that developing proficiency in Cultural Literacy will allow graduates of Higher Education institutions to transcend such cultural and disciplinary boundaries. In this paper we define Cultural Literacy in Higher Education as a modus operandi and a threshold concept, following Meyer and Land’s understanding of the term. We also propose ‘Destabilisation’ and ‘Reflection’ as two strategies for teaching Cultural Literacy, and examine three case studies where these strategies were successfully embedded into teaching and learning spaces.     

Academic writing as autocommunication – the case of doctoral dissertations on CSR

In this article, we explore the self‐oriented rather than socially‐oriented reasons why a doctoral dissertation in the field of corporate social responsibility (CSR) is written. We base our article on Yuri M. Lotman’s idea on autocommunication which we use as tool in analysing a group interview conducted with six doctoral students studying in the field of CSR. We suggest that autocommunicational aspects might play a much more important role in rationalized Western culture and science than is often realized, and our main thesis is that one essential reason for writing a doctoral dissertation in the field of CSR might be to communicate with oneself and that this even might contain a therapeutic dimension. Implications for students, supervisors and future research are discussed at the end of the article.     

When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad

Why do some study abroad students improve their intercultural skills, while others revert to less sophisticated ways of making sense of cultural difference? Both intercultural competence theory and transformative learning theory attempt to explain why student intercultural learning occurs, but they only provide partial answers. Building on our previous study assessing intercultural competence in a 2015 field school in India, this article applies the concept of cognitive dissonance to explain the process behind intercultural learning. In the context of study abroad, students experience cognitive dissonance when they encounter cultural differences or similarities that confound previously held expectations about culture. Adapting Maertz, Hassan, and Magnusson’s cognitive dissonance resolution framework, we employ qualitative analysis of students’ written reflections to show how the resolution of cognitive dissonance could act as the ‘engine’ of intercultural learning.     

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACT

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.     

An Outcome Evaluation of a Problem-Based Learning Approach With MSW Students

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master’s of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work knowledge, values, and skills; confidence in practice skills; confidence in learning skills; motivation to engage in deep learning and use deep-learning strategies; and satisfaction with their MSW education. PBL and non-PBL approaches were equally effective in helping students learn social work skills, knowledge, and values and in developing learning skills; the non-PBL group reported a significant shift to a more situational approach to their learning.