A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender

2012 ◽  
Vol 63 (2) ◽  
pp. 127-146 ◽  
Author(s):  
Sandra D. Bridwell
Keyword(s):  
Transformative Learning ◽  
Developmental Perspective ◽  
Constructive Developmental ◽  
And Gender

Black Girls and Mathematics Learning

2020 ◽  
Author(s):  
Crystal Morton ◽  
Danielle Tate McMillan ◽  
Winterbourne Harrison-Jones
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Black Girls ◽  
Advanced Mathematics ◽  
Informal Mathematics ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.

scholarly journals What Does It Mean to Be a Young African Woman on a University Campus in Times of Sexual Violence? A New Moment, a New Conversation

2018 ◽  
Vol 8 (8) ◽  
pp. 67
Author(s):  
Astrid Treffry-Goatley ◽  
Naydene de Lange ◽  
Relebohile Moletsane ◽  
Nkonzo Mkhize ◽  
Lungile Masinga
Keyword(s):  
Transformative Learning ◽  
Sexual Violence ◽  
Student Teachers ◽  
South African ◽  
African Woman ◽  
Visual Methods ◽  
University Campus ◽  
Collective Silence ◽  
And Gender ◽  
The Individual

Sexual violence in the higher education is an epidemic of global proportions. Scholars conclude that the individual and collective silence that surrounds such violence enables its perpetration and that violence will only be eradicated when we break this silence. In this paper, we used two participatory visual methods (PVM), collage and storytelling, to explore what sexual violence at university looks like and what it means to woman students. Two groups of student teachers in two South African universities were engaged in collage and storytelling workshops in late 2017 and early 2018, respectively. We thematically analyzed the issues that emerged from the data, drawing on transformative learning theory to explore how our approach might help women students to break the silence around sexual violence and stimulate critical dialogue to address it. Our analysis suggests that these visual tools enabled deep reflections on the meaning and impact of sexual violence, particularly for women. In addition, the participatory process supported introspection about their experiences of sexual violence and their responses to it as bystanders in and around campus. More importantly, they discussed how they, as young women, might break the silence and sustain new conversations about gender and gender equality in institutions and beyond.

scholarly journals A Journey of Her Own : A critical analysis of learning experiences among immigrant women: assessing transformative learning and women’s resilience in community-based education programs

2021 ◽  
Author(s):  
Julia Fursova
Keyword(s):  
Transformative Learning ◽  
Immigrant Women ◽  
Learning Experiences ◽  
Well Being ◽  
Power Dynamics ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Programs ◽  
And Gender ◽  
Former Ussr

This is a qualitative study that provides insight into the learning experiences of internationally-trained professional women from Israel, Iran, and the countries of the former USSR. The study focuses on analysing women’s transformative learning experiences and how those experiences may impact their resilience and well-being. The findings of this research inform the development of learner-oriented community-based programs for immigrant women and provide an opportunity for critical reflection on predominant assumptions about immigrant women. In addition, this study challenges the “deficient immigrant” approach and explores the concept of women’s empowerment in relation to cultural contexts and gender-power dynamics that influence immigrant women’s resettlement and learning. Keywords: immigrant women’s learning, transformative learning, immigrant women’s resettlement, empowerment, resilience, critical feminist theory

Why Did It End? Breakup Reasons of Youth of Different Gender, Dating Stages, and Ages

2017 ◽  
Vol 5 (4) ◽  
pp. 230-240 ◽  
Author(s):  
Valeriya Bravo ◽  
Jennifer Connolly ◽  
Caroline McIsaac
Keyword(s):  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Age Groups ◽  
Age Dating ◽  
Developmental Perspective ◽  
Relevant Theory ◽  
Similarities And Differences ◽  
And Gender

Romantic breakups are common among youths. Yet “why” they occur is not well understood. In adolescence and emerging adulthood, unique characteristics of romantic participation call for investigation of breakups from a developmental perspective. Our principal objective was to map out breakup reasons of adolescents and emerging adults, accounting for relevant theory and research on both age-groups. We considered the role of age, gender, and dating stage (casual vs. serious) on youths’ breakup reasons. Results revealed a five-factor scale with affiliation, intimacy, autonomy, infidelity, and status as unique factors. Consistent with theory and research, we found similarities and differences in how youths of different age, dating stage, and gender endorse these reasons. These findings are consistent with the notion that breakups stem from a failure of romantic relationships to meet youths’ emerging romantic needs, and that there is considerable continuity in these relational dimensions from adolescence into emerging adulthood.

Advising From a Constructive Developmental Perspective

1994 ◽  
Vol 14 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Garrett J. McAuliffe ◽  
Roger F. Strand
Keyword(s):  
Planning Process ◽  
Meaning Making ◽  
Educational Planning ◽  
Developmental Theory ◽  
Developmental Perspective ◽  
Constructive Developmental Theory ◽  
Student Ownership ◽  
Constructive Developmental

Advisors can enhance development by, first, identifying students' meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.

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