scholarly journals Coaching strategies in vocational orientation for promoting young women’s self-concept and career aspirations in chemistry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marina Hönig ◽  
Lilith Rüschenpöhler ◽  
Julian Küsel ◽  
Silvija Markic
Keyword(s):  
Identity Formation ◽  
Young Women ◽  
Quantitative Data ◽  
Women In Science ◽  
Self Concept ◽  
Science Careers ◽  
Vocational Orientation ◽  
Coaching Strategies ◽  
Starting Point ◽  
Attitudes Towards Science

Abstract Females and students of non-dominant ethnicity are less likely to aspire to science careers. However, overcoming discrimination in science and chemistry is a challenging task, especially in vocational orientation. Thus, there is a need for strategies to support young women in their identity formation in science and chemistry. This article presents a scheme for supporting young women’s science identity formation in conversations about vocational orientation. The goal is to support young women in developing a positive attitude towards careers in chemistry. This attitude is part of cultural chemistry capital. The scheme was developed based on a study conducted as part of the project DiSenSu. Here, coachings for vocational orientation for young women in science and chemistry are provided, following the idea of Science in Public. In the coaching, the attitudes towards science and chemistry were determined using quantitative data. Based on these results, coaches conducted conversations with the participants. Qualitative analysis of 11 conversations revealed strategies coaches used to support young women in their vocational orientation. The study shows how the participants’ attitude towards careers in chemistry is used as a starting point for coachings. Also, it provides strategies that can be used to promote young women’s cultural chemistry capital.

Criss-Cross: Identity and Transformation in Re-reading Billy Elliot

2016 ◽  
Vol 13 (4) ◽  
pp. 536-551
Author(s):  
Jacqui Miller
Keyword(s):  
Identity Formation ◽  
Gender And Sexuality ◽  
Central Character ◽  
Theoretical Frameworks ◽  
Liberal Politics ◽  
Starting Point ◽  
And Gender ◽  
Opening Up

Billy Elliot (2000) has been widely recognised as an important British film of the post-Thatcher period. It has been analysed using multiple disciplinary methodologies, but almost always from the theoretical frameworks of class and gender/sexuality. The film has sometimes been used not so much as a focus of analysis itself but as a conduit for exploring issues such as class deprivation or neo-liberal politics and economics. Such studies tend to use the film's perceived shortcomings as a starting point to critique society's wider failings to interrogate constructions of gender and sexuality. This article argues that an examination of the identity formation of some of the film's subsidiary characters shows how fluidity and transformation are key to the film's opening up of a jouissance which is enabled by but goes beyond its central character.

scholarly journals “The 1990s Wasn’t Just a Time of Bandits; We Feminists Were Also Making Mischief!”

Aspasia ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 20-36
Author(s):  
Julie Hemment ◽  
Valentina Uspenskaya
Keyword(s):  
Gender Studies ◽  
Young Women ◽  
The Political ◽  
Educational Project ◽  
Starting Point ◽  
History Of ◽  
Twentieth Anniversary ◽  
And Gender ◽  
Distinguishing Features ◽  
East West

In this forum, we reflect on the genesis and history of the Tver’ Center for Women’s History and Gender Studies—its inspiration and the qualities that have enabled it to flourish and survive the political changes of the last twenty years, as well as the unique project of women educating women it represents. Inspired by historical feminist forebears, it remains a hub of intergenerational connection, inspiring young women via exposure to lost histories of women’s struggle for emancipation during the prerevolutionary and socialist periods, as well as the recent postsocialist past. Using an ethnographic account of the center’s twentieth anniversary conference as a starting point, we discuss some of its most salient and distinguishing features, as well as the unique educational project it represents and undertakes: the center’s origins in exchange and mutual feminist enlightenment; its historical orientation (women educating [wo]men in emancipation history); and its commitment to the postsocialist feminist “East-West” exchange.

Access and Use of the Internet among Libyan Primary School Students

2017 ◽  
pp. 173-184
Author(s):  
Azza A Abubaker ◽  
Joan Lu
Keyword(s):  
Primary Schools ◽  
Quantitative Data ◽  
The Internet ◽  
Clear Understanding ◽  
School Students ◽  
Starting Point ◽  
The Social ◽  
Text Reading ◽  
Use Of The Internet ◽  
Use Of Internet

This chapter aims to examine the use of the internet and eBook among students in public primary schools in Libya. The literature showed a lack of research that examines access to the Internet, students' awareness of eBook, and using the computer for learning at school. However, this type of research has been important in providing a better understanding of eBook usage and helping designers to create eBooks that meet user needs. Thus, the number of netizens determines the causes of use as a starting point for understanding and determining e- reading stages in order to investigate the factors that affect e- text reading among young people. This chapter presents the questionnaire data as analysed by the Statistical Package for the Social Sciences (SPSS) software for analysis and focuses on collecting quantitative data that can help build a clear understanding of current user behaviour. At the end of this chapter, these two objectives should be met: examining the use of Internet among students aged 9 to 13, and defining the awareness and aim of using eBook among students.

Reforming Medical Curriculum While Ignoring Examinations

2012 ◽  
Vol 2 (1) ◽  
pp. 76-78 ◽  
Author(s):  
Sabyasachi Sircar
Keyword(s):  
Medical Education ◽  
Quantitative Data ◽  
Medical Curriculum ◽  
Exit Exams ◽  
Objective Data ◽  
National Initiatives ◽  
Starting Point

Successive national initiatives in India to improve the medical curriculum are plagued by the lack of objective data that can help grade the existing quality of medical education. Without such quantitative data, which can be conveniently obtained through national exit exams, it is infructuous to embark upon curricular reforms. The results of the national exit exams must serve as a starting point for all subsequent reforms.

scholarly journals Siblings’ Influence on the Development of Individuals with Down Syndrome

2020 ◽  
Author(s):  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Identity Formation ◽  
Self Regulation ◽  
Developmental Outcomes ◽  
Sibling Relationship ◽  
Future Research ◽  
Typically Developing ◽  
Social Emotional ◽  
Starting Point

This chapter discusses the influences that siblings may have on developmental outcomes of children with Down syndrome including those related to cognition, language, self-regulation, social-emotional functioning, and identity formation. As there is very little research available that addresses sibling influences on individuals with Down syndrome, the literature related to sibling influence within sibships comprising typically developing children has been used to provide a starting point to the discussion. The influential roles of siblings may include teacher; model and social referent; friend and foe; contrast; and advocate, protector, and caregiver. The quality of the sibling relationship may also influence developmental outcomes. The few investigations that have been conducted suggest that siblings make an important contribution to developmental outcomes for individuals with Down syndrome. In conclusion, directions for future research are discussed.

Gender-Related Differences in Self-Referenced Cognitions in Relation to Mathematics

1996 ◽  
Vol 27 (2) ◽  
pp. 215-240 ◽  
Author(s):  
Gerard Seegers ◽  
Monique Boekaerts
Keyword(s):  
Mathematics Achievement ◽  
Goal Orientation ◽  
Self Concept ◽  
Attribution Style ◽  
Mathematics Ability ◽  
Mathematics Test ◽  
Starting Point ◽  
8Th Graders ◽  
Actual Learning ◽  
And Task

In this study, a number of learner variables that are related to mathematics achievement in actual learning situations were examined. The dynamic model of the learning process as developed by Boekaerts was taken as a starting point. Both trait-like self-referenced cognitions (viz., academic self-concept of mathematics ability, goal orientation, and attribution style) and situation-specific variables were included. In a group of 8th graders (ages 11–12; N=186), marked differences between boys and girls on a mathematics test were found. These differences were parallelled by differences in both trait-like self-referenced cognitions and task-specific appraisals. It is concluded that boys experience learning situations where they are confronted with a mathematics test in a more positive way than girls do.

BPI19-017: Clinical Pathway Toward Quality and Efficient Care of Breast Cancer in Women Under 50

2019 ◽  
Vol 17 (3.5) ◽  
pp. BPI19-017
Author(s):  
Elizabeth Reed ◽  
Robin M. Lally ◽  
Roksana Zak
Keyword(s):  
Breast Cancer ◽  
Young Women ◽  
Practice Patterns ◽  
Prophylactic Mastectomy ◽  
Clinical Pathways ◽  
Her2 Status ◽  
Care Providers ◽  
Nccn Guidelines ◽  
Multidisciplinary Consultation ◽  
Starting Point

Background: Nationally, gaps exist in the timely and appropriate care of young women with breast cancer. Few women receive genetic and fertility counseling, while contralateral prophylactic mastectomy rates rise. The NCCN Clinical Practice Guidelines in Oncology (NCCN Guidelines) for Breast Cancer direct breast cancer treatment and symptom management, but care of young newly diagnosed women requires providers to combine elements of several guidelines and consider an appropriate order of assessments and treatments utilizing multidisciplinary consultation. In Nebraska, fewer than 300 women under age 50 are diagnosed with breast cancer annually. One-third of these women live rurally, miles from the NCCN Member Institution. Thus, rural physicians encounter these patients infrequently and may lack local specialists with whom to consult and refer, thus challenging the provision of the highest quality care. Purpose: To improve the efficacy and efficiency with which rural oncology care providers recognize and address physical, psychosocial, and decision-making needs of young women with breast cancer through development and delivery of education, multidisciplinary consultation, and clinical pathways. Methods: Baseline, 2-year electronic medical record data on surgical, medical, and supportive oncology practice patterns for women with breast cancer under age 50 were collected from the University of Nebraska Medical Center and collaborating rural cancer centers. Records were hand searched for fertility and genetic data. The PROMIS Global Health Survey and Sexual Function Profile, the Brief Subjective Decision Quality Measure, and a project-specific care satisfaction survey were mailed to these patients. Data were entered into SPSS and descriptive statistics used to identify the project’s starting point. Results: To date, clinics (rural and urban) identified a 2-year total of 199 women with breast cancer, ages 21 to 49 years. Cancers were stage 0 (n=21), 1 (n=50), 2 (n=40), 3 (n=19), 4 (n=3), and unavailable (n=66). Eight clinical pathways based on ER, PR, and HER2 status were developed to guide treatment, considerations, evidence-based neoadjuvant and adjuvant therapy, and survivorship care. Pathways, with associated educational webinars and links to NCCN Guidelines, are accessible to providers and patients on the project-derived Pathway to Cure website. Website use and webinar views following program implementation will be reported as will comparison of baseline practice patterns with data at the first 3-month analysis.

scholarly journals Agentic Practice and Privileging Orientations Among Privately Educated Young Women

2014 ◽  
Vol 62 (4) ◽  
pp. 800-820 ◽  
Author(s):  
Claire Maxwell ◽  
Peter Aggleton
Keyword(s):  
Private Schools ◽  
Young Women ◽  
The Self ◽  
Starting Point ◽  
The Family ◽  
Class Privilege ◽  
Affective Experiences

This paper examines factors driving the agentic practices of young women who are privately educated. The analysis informing this paper comes from a three-year study, in which 91 young women aged 15–19 years were interviewed. Four private schools in one area of middle England participated in the research, and over half of the young women were re-interviewed 12–18 months later. Our starting point is the degree to which particular orientations within families are aligned to those being promoted within the various private schools in our study. The affective experiences of alignment but also of disorientation within and between the family and the school, drive significant forms of internal conversation ( Archer, 2003 ). In this paper we examine two kinds of internal conversations found within our study – one that is assured and optimistic, and another, which is more fractured. These different internal conversations lead to the emergence of differing projects of the self, expressed through practices that by their very nature of being committed to self-directed progress can be understood as being agentic. The consequences of these different projects of the self suggest that the reproduction of class privilege cannot be taken for granted – but is always provisional and contested, even among those who are privately educated.

The Media: Moral Lessons and Moral Careers

1993 ◽  
Vol 37 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Sue Turnbull
Keyword(s):  
Media Studies ◽  
Significant Role ◽  
Young Women ◽  
Classroom Practice ◽  
Cultural Dissonance ◽  
Australian School ◽  
Single Sex ◽  
Starting Point ◽  
Female Stereotypes ◽  
The Media

The account of a media lesson on female stereotypes in advertising, conducted in a multicultural single-sex classroom of an inner-urban Australian school, becomes the starting point for a challenge to the feminist orthodoxies currently being taught in media studies. It is suggested that, in the negotiation of selves and future roles, the media play a complex role in the lives of young women whose expectations and desires may differ from those of their parents and/or teachers. Crucial to the construction of selves is the question of agency which is discussed in relation to the concept of moral careers and how these are to be managed successfully by girls who experience degrees of cultural dissonance across different social spheres. It is argued that the media play a significant role in the negotiation of such dissonance which should be recognised and acknowledged by teachers in their classroom practice.

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