scholarly journals “No, Teach Yourself!”: College Women’s Expectations for White Men’s Awareness of Privilege and Oppression

JCSCORE ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 13-45
Author(s):  
Adele Lozano ◽  
Jörg Vianden ◽  
Paige Kieler
Keyword(s):  
Higher Education ◽  
Women Students ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
White Men ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Gender Inequities ◽  
Faculty And Administrators ◽  
Experiences Of Women

Addressing gender inequities in higher education must begin with the acknowledgement that men play a key role in creating change. The purpose of this qualitative study is to center and raise the experiences of women students, and to communicate to men who are students, faculty, and administrators what women students expect from them in terms of privilege and oppression awareness. Findings indicate that women students felt criticized, judged, and underestimated by men, and expected men to self-educate to become aware of and interrogate their own privileges. The authors provide recommendations for higher education teaching and learning, focusing on attitudes and behaviors of White men in the academy.

Crafting a Culture That Values Exceptional Teaching Practice: A Dean’s Perspective

2019 ◽  
Vol 43 (3) ◽  
pp. 262-270
Author(s):  
Barbara A. Ritter
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Collaborative Culture ◽  
Strong Focus ◽  
Education Industry ◽  
Faculty And Administrators ◽  
Higher Education Industry ◽  
Collective Goals ◽  
Different Levels

This essay explores the similarities and differences between faculty and administrators related to the definition and applied practice of teaching and learning. It is concluded that there is much agreement in defining the construct from sources over time, from different levels and different disciplines in higher education. However, perspectives across administration and faculty may differ as related to consideration of the environment of the higher education industry, the student experience and curriculum as a whole, and external regulating bodies related to accreditation and state and federal governments. The essay concludes with a discussion around creating a collaborative culture with a focus on the collective goals of the unit that can advance a strong focus on exceptional teaching practices.

scholarly journals A qualitative study of the knowledge, attitudes, and behaviors of people exposed to diesel exhaust at the workplace in British Columbia, Canada

PLoS ONE ◽  
2017 ◽  
Vol 12 (8) ◽  
pp. e0182890
Author(s):  
Mandy Pui ◽  
Anne-Marie Nicol ◽  
Michael Brauer ◽  
Farshad Palad ◽  
Christopher Carlsten
Keyword(s):  
British Columbia ◽  
Qualitative Study ◽  
Diesel Exhaust ◽  
Attitudes And Behaviors ◽  
And Behaviors

scholarly journals Fit to Perform: An Investigation of Higher Education Music Students’ Perceptions, Attitudes, and Behaviors toward Health

2017 ◽  
Vol 8 ◽  
Author(s):  
Liliana S. Araújo ◽  
David Wasley ◽  
Rosie Perkins ◽  
Louise Atkins ◽  
Emma Redding ◽  
...  
Keyword(s):  
Higher Education ◽  
Music Students ◽  
Attitudes And Behaviors ◽  
And Behaviors

scholarly journals The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff?

2010 ◽  
Author(s):  
Richard Bailey
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Institutional Context ◽  
Staff Attitudes ◽  
Institutional Practices ◽  
Context Data ◽  
Study Support ◽  
Learning Development

The importance of student learning and study support is now widely recognised in higher education but empirical research into this aspect of teaching and learning is still limited in scope. In particular the experience, perceptions and understandings of academic staff constitutes a perspective which seems under-explored. This paper presents the findings of a qualitative study in this area undertaken in one institutional context. Data are presented which illustrate academic staff attitudes to, and beliefs about learning and study support and the effects of institutional practices and priorities on how this type of provision is framed and delivered. The findings have implications for the challenge of learning development in higher education.

Religious attitudes and behaviors toward individuals who hold different religious beliefs and perspectives: An exploratory qualitative study.

2018 ◽  
Vol 10 (1) ◽  
pp. 63-71 ◽  
Author(s):  
Jennifer E. Farrell ◽  
Joshua N. Hook ◽  
Hansong Zhang ◽  
David Mosher ◽  
Jamie D. Aten ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Religious Beliefs ◽  
Religious Attitudes ◽  
Attitudes And Behaviors ◽  
And Behaviors

Gender and Social Justice: An Examination of Attitudes and Behaviors Among Undergraduate Liberal Arts Students

Affilia ◽  
2019 ◽  
Vol 34 (4) ◽  
pp. 552-567 ◽  
Author(s):  
Melinda R. Roberts ◽  
Wendy Turner ◽  
Leigh Anne Howard ◽  
Erin E. Gilles ◽  
Anne Statham
Keyword(s):  
Social Justice ◽  
Women Students ◽  
Liberal Arts ◽  
Student Attitudes ◽  
University Student ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Liberal Arts Students ◽  
Perceptions Of Inequality

This study examines university student attitudes concerning social justice and their perceptions of inequality. In this article, we explore how gender shapes students’ understanding of issues of inequality, sexism, racism, classism, and their inclinations to act against these issues. This research seeks to explore how gender shapes students’ understanding of social justice. Moreover, it seeks to answer the following questions: Are women or men more willing to engage in social justice actions? Are women or men more likely to recognize and perceive inequality? Lastly, are women or men more determined to do something to achieve social justice? Results show that women students are far more likely to identify inequality and engage in actions to achieve social justice.

scholarly journals Spaces in between us: a qualitative study into the impact of spatial practice when learning in Second Life

2013 ◽  
Author(s):  
Maggi Savin-Baden
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Second Life ◽  
Teaching And Learning ◽  
Social Cues ◽  
Point Of View ◽  
Learning Space ◽  
Spatial Practice ◽  
Perceived Impact ◽  
The Impact

This paper will present a study that explored the perceived impact of spatial practice in Second Life (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff perspectives. The findings indicated that ownership, spatial violation and replication were the concerns raised by participants in relation to spatial practice. However, participants also suggested that an understanding of social cues, spatial negotiation and spatial consideration were important issues to address for effective teaching to occur in SL. The findings of this study suggest that there remains relatively little in-depth understanding of the way space is implicated in learning in SL and that spatial practice also requires further research, in order to better understand their pedagogical implications when using SL as a learning space.

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