The “Othering” of Latina Girls in School Sport Contexts

2021 ◽  
pp. 074355842110148
Author(s):  
Vera Lopez
Keyword(s):  
Instructional Coaching ◽  
School Policy ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Gender Culture ◽  
Practice Recommendations ◽  
School Sport ◽  
Inclusive School ◽  
Implicit And Explicit ◽  
Latina Girls

This study sought to enhance, through qualitative methods, an understanding of the othering of Latina girls in school sport contexts. Focus groups with 78 Latina girls (ages 12–15) and semi-structured interviews with 15 coaches were conducted. Thematic analysis of the focus group and interview data revealed that Latina girls receive both implicit and explicit messages that they do not belong in sports. These messages are ingrained within larger discourses about gender, ethnicity, class, and sports, and are expressed at the ideological (beliefs about sport, gender, and culture), institutional (school policy and practices), instructional (coaching pedagogies), and interpersonal (interactions with coaches/peers) levels. Girls both internalized and resisted messages about sport, gender, culture, and belonging. Policy and practice recommendations about how schools can develop more inclusive school sport contexts for Latina girls are presented.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

A Look Back: Church, state, and Kappan

2021 ◽  
Vol 102 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Policy ◽  
Policy And Practice ◽  
Religious Instruction ◽  
Look Back ◽  
Diverse World ◽  
Supreme Court Rulings ◽  
Role Of Religion

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

scholarly journals The Social Patterns of Age Discrimination: An Analysis of the Macro-Perspective-Interpretations

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 327-327
Author(s):  
Stefan Hopf
Keyword(s):  
Age Discrimination ◽  
Point Of View ◽  
Social Discourse ◽  
Structured Interviews ◽  
Social Patterns ◽  
Equal Importance ◽  
The Social ◽  
Legal Frameworks ◽  
Implicit And Explicit ◽  
Interpretation Patterns

Abstract Modern societies can be regarded as service economies, consequently accessing services is an essential part of social and economic participation. Direct and indirect indiscrimination act as barriers to accessing and using services and one way to address these barriers is to implement anti-discrimination legislation and policy. From a sociological point of view, such policies and legal frameworks can be described as elements of the social discourse in these areas. These texts, along with their implicit and explicit interpretations of the problem, represent the official and legitimised stake of the socially available stock of knowledge of what constitutes age discrimination. Hence the shape and contribute to the general understanding of age discrimination. The study aims to investigate the interpretation patterns offered by the “supply” side, that is by those actors who in their work refer to but also (re-) shape and disseminate the problem interpretation contained in the official texts. To address this aim, focus groups with stakeholders and semi-structured interviews with legal and policy experts were conducted in Austria and Ireland. The findings highlight that experts and stakeholders’ definitions of age discrimination usually extend past legal and policy concepts. The expert and stakeholder approaches differ in their starting points for describing the problem, ranging from vulnerability considerations to human rights-based concepts and more structurally orientated needs-based criteria. Finally, the analysis also reveals a central distinguishing feature of age discrimination, namely the “de-temporalization” and “de-historicization” of the person, which is of equal importance as the de-individualization as a consequence of stereotyping

scholarly journals 3031 Facilitators and Barriers in Screening Sexually Active Female Adolescents for Chlamydia Infection in the Suburban Practice Setting

2019 ◽  
Vol 3 (s1) ◽  
pp. 144-144
Author(s):  
Ashaunta Tumblin Anderson ◽  
Barbara Frankowski ◽  
Paul J. Chung ◽  
Judith Shaw
Keyword(s):  
Best Practices ◽  
Female Adolescents ◽  
Chlamydia Infection ◽  
Pediatric Care ◽  
Chlamydia Screening ◽  
Practice Setting ◽  
Sexually Active ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Pediatric Providers

OBJECTIVES/SPECIFIC AIMS: 1) Describe strategies pediatric providers perceive improve chlamydia screening of sexually active female adolescents (SA), and 2) describe barriers to regular screening of SA for chlamydia METHODS/STUDY POPULATION: Using qualitative methods, 14 general pediatric providers across 7 clinical sites in Vermont were interviewed to ascertain best practices and remaining challenges. Semi-structured interviews lasting 30-45 minutes were audiotaped and transcribed. Chlamydia screening rates provided by BCBS-VT were used to categorize participant responses across three performance tiers, data were coded, and themes identified within these tiers. RESULTS/ANTICIPATED RESULTS: Facilitators: When asked to describe facilitators of chlamydia screening, providers in the top tier of chlamydia screening emphasized the importance of adequate insurance to cover the cost of testing. Providers in the middle performance tier cited use of pre-visit questionnaires, and those in the bottom performance tier identified no best practices. Other strategies included improving physician confidence and awareness, establishing practice- and individual-level routines, and providing strong leadership and communication of local screening rates. Barriers: Across the 3 performance tiers, the most common challenges to consistent chlamydia screening were threats to patient confidentiality, cost of the screening test, and requirement for patient disclosure of sexual activity. Less commonly, providers were concerned that adolescent patients were not reliable to obtain screens off-site, or fill treatment prescriptions without the help of a parent. DISCUSSION/SIGNIFICANCE OF IMPACT: The need for systematic, confidential, and inexpensive means for screening SA for chlamydia was highlighted in both the best practices and challenges described by providers of pediatric care in the suburban practice setting. Policy and practice interventions may target these needs to improve the reproductive health of female adolescents.

“There is still a perception that homelessness is a housing problem”: devolution, homelessness and health in the UK

2016 ◽  
Vol 19 (2) ◽  
pp. 33-44 ◽  
Author(s):  
Martin Whiteford ◽  
Glenn Simpson
Keyword(s):  
Qualitative Interviews ◽  
Homeless People ◽  
Small Sample ◽  
Issue Salience ◽  
Structured Interviews ◽  
Healthcare Provision ◽  
Policy And Practice ◽  
Content Type ◽  
The Uk ◽  
Comparative Policy

Purpose The purpose of this paper is to provide an exploratory account of the links between devolution, homelessness and health in the UK. Specifically, it focusses on the policy context and governance structures that shape the systems of healthcare for homeless people in London, Scotland, Wales and Northern Ireland. Design/methodology/approach Empirically the paper draws on semi-structured interviews with a small sample of policy and practice actors from the devolved territories. Qualitative interviews were supplemented by a comparative policy analysis of the homelessness and health agenda within the devolved regions. Theoretically, it takes inspiration from Chaney’s concept of the “issue salience of homelessness” and explores the comparative character of healthcare as pertains to homeless people across the devolved territories. Findings The paper provides clear evidence of areas of divergence and convergence in policy and practice between the devolved regions. These features are shown to be strongly mediated by the interplay of two factors: first, the scope and scale of national and local homelessness prevention strategies; and second, intra-national variation in public health responses to homelessness. Originality/value The paper offers considerable insight from a comparative policy perspective into the nature of healthcare provision for homeless people in the devolved regions.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals Girls’ Menstrual Management in Five Districts of Nepal: Implications for Policy and Practice

2018 ◽  
Vol 12 (2) ◽  
pp. 251-272 ◽  
Author(s):  
Joanna Morrison ◽  
Machhindra Basnet ◽  
Anju Bhatt ◽  
Sangeeta Khimbanjar ◽  
Sandhya Chaulagain ◽  
...  
Keyword(s):  
Rural Areas ◽  
Mixed Methods Research ◽  
Cultural Practices ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Middle Income ◽  
Information Barriers ◽  
Positive Effects ◽  
Teachers And Students ◽  
Teachers And Parents

Discriminatory practices related to menstruation affect the social, mental and physical wellbeing of girls in many low-and middle-income countries. We conducted mixed methods research in five districts of Nepal to explore how menstruation affected girls’ ability to fully participate in school and community life. We conducted 860 structured interviews, 26 group interviews and 10 focus group discussions with schoolgirls in rural areas,14 semi-structured interviews with girls’ mothers, and 10 interviews with health teachers. Girls in all districts experienced social, material and information barriers to confident menstrual management. Menstrual blood was believed to carry diseases, and girls’ movement was restricted to contain ritual pollution and protect them from illness, spirit possession, and sexual experiences. Taboos prevented girls from worshipping in temples or in their home, and some girls were not allowed to enter the kitchen, or sleep in their home while menstruating. Teachers and parents felt unprepared to answer questions about menstruation and focused on the maintenance of restrictions. Teachers and students were embarrassed discussing menstruation in school and classes were not question-driven or skills-based. Gender disaggregated teaching of menstruation and engagement of health facility staff may have positive effects. Community participatory approaches that engage girls, their families and the wider community are necessary to address harmful cultural practices. Cross-sectoral approaches to provide clean, private, safe spaces for girls and increased availability of preferred materials could enable confident menstrual management.

Rising above It: Status Ambivalence in Older Adults

Gerontology ◽  
2018 ◽  
Vol 64 (6) ◽  
pp. 576-588
Author(s):  
Deirdre A. Robertson ◽  
David Weiss
Keyword(s):  
Older Adults ◽  
Social Status ◽  
Later Life ◽  
Well Being ◽  
Preliminary Evidence ◽  
Protective Mechanism ◽  
Structured Interviews ◽  
Age Related ◽  
The Social ◽  
Implicit And Explicit

Background: Social status is the standing of a person or group in the social hierarchy, and is perceived to change across the life span from low social status in early life, to peak in midlife, and to a decline thereafter. As threats to subjective social status are known to be detrimental to individuals’ health, it is important to better understand how older adults perceive themselves and others in terms of age-related social status. Objective: We examined status ambivalence – the potential discrepancy between how older adults’ perceive social status for themselves compared to older adults in general. Method: Study 1 used qualitative data from 37 semi-structured interviews with older adults to assess perceptions of social status. Study 2 used quantitative survey data from 114 older adults who completed explicit and implicit measures of social status. Results: Study 1 (n = 37, meanage = 71.72, SDage = 5.69; 81.1% women) provided preliminary evidence for status ambivalence such that older adults reported unequivocal low social status for other older adults but a more ambivalent perception of their own social status. Study 2 (n = 114, meanage = 64.32, SDage = 8.98, 57.9% women) compared implicit and explicit measures of social status revealing that older adults consistently perceive older adults to have low social status but again show a more ambivalent perception of their own social status. Conclusion: We discuss status ambivalence as a potential protective mechanism in the context of negative societal perceptions of age-related social status that may be important for well-being in later life.

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