Introduction Strivers

2019 ◽  
pp. 1-16
Author(s):  
Jennifer M. Morton
Keyword(s):  
Social Sciences ◽  
Empirical Study ◽  
First Generation ◽  
Upward Mobility ◽  
Real Life ◽  
First Generation Students ◽  
The Social

This chapter provides a background on ethical costs of upward mobility. It explains what ethical costs are, why they matter, and how to contend with them. The chapter outlines the elements of a new narrative of upward mobility, one that is honest about the ethical costs involved. It also emphasizes how narratives are powerful tools in shaping the understanding of people and their future. The ideas introduced are not only backed up by arguments or evidence from the social sciences, but also illustrated by the stories of real-life strivers. It does not intend to serve as a rigorous, systematic empirical study of the experiences of first-generation students. Rather, it is meant to show narratives of upward mobility that are far more ethically complicated than is generally acknowledged.

scholarly journals ESTUDIO EMPÍRICO PARA DETERMINAR EL NIVEL DE ANSIEDAD HACIA LA MATEMÁTICA EN ESTUDIANTES UNIVERSITARIOS. EMPIRICAL STUDY TO MEASURE ANXIETY TOWARD MATHEMATICS ON COLLEGE STUDENTS

2016 ◽  
Vol 1 (2) ◽  
pp. 441 ◽  
Author(s):  
Arturo García Santillán ◽  
Milka Elena Escalera Chávez ◽  
Josefina Carmen Santana Villegas ◽  
Bertha Yolanda Guzmán Rivas
Keyword(s):  
Social Sciences ◽  
College Students ◽  
Mathematics Anxiety ◽  
Latent Variables ◽  
Math Anxiety ◽  
Real Life ◽  
Face To Face ◽  
The Social ◽  
Mathematical Problems ◽  
Para Determinar

Abstract.Mathematical knowledge is very important in the lives of people, therefore, it is necessary understand it and make good use of mathematics in everyday life. Therefore, the aim of this work is to identify whether there is a set of latent variables that allow explain the anxiety toward math on students at Instituto Tecnológico de Tuxtepec, Oaxaca. The study is quantitative; and the study sample was formed of 303 college students from several profiles of the social sciences and engineering areas. The instrument utilized, is the scale of Munoz and Mato (2007) and was applied face to face to sample of study, in order to get data that allow us measure mathematics anxiety. The results show that students consider about the exposed variables that, the most prominent variable is the anxiety toward mathematics when faced in real life situations. The results allow us to observe that the studied variables explained 81% of variance that explains the math anxiety; the remaining 19% is explained by other variables that have not been considered in this research. Hence, if the student increases their anxiety in one of those, for example toward compression of mathematical problems, other variables also increase as the results show that there is a direct relationship between them.Keywords: Anxiety, Mathematics, Attitude toward mathematics, mathematics evaluationResumen.Los conocimientos matemáticos son de suma importancia en la vida de las personas, por lo tanto en la actualidad es necesario entender y hacer buen uso de las matemáticas en la vida diaria. El objetivo de este trabajo es identificar si en los alumnos del Instituto Tecnológico de Tuxtepec, existe un conjunto de variables que pueden explicar la ansiedad frente a las matemáticas. El estudio es cuantitativo, la muestra de estudio se conformó de 303 estudiantes del nivel universitario del Instituto Tecnológico de Tuxtepec, Oaxaca, de varios perfiles de ciencias sociales e ingeniería. Se utilizó el cuestionario Muñoz y Mato-Vázquez (2007), para medir la ansiedad a las matemáticas. Los resultados muestran que los estudiantes consideran que de las variables expuestas, la más preponderante es la ansiedad que les causa las matemáticas cuando se encuentran en situaciones de la vida real. Los resultados dejan ver que las variables analizadas contribuyen con el 81% a determinar la ansiedad hacia las matemáticas, el 19% restante es explicado por otras variables que no han sido consideradas en esta investigación. De ahí que, si el estudiante incrementa su ansiedad en una de ellas por ejemplo hacia la compresión de los problemas matemáticos, las otras variables también se incrementan ya que los resultados muestran que hay una relación directa entre ellas.Palabras clave: Ansiedad, Matemáticas, Actitud hacia las matemáticas, Evaluación matemática.

scholarly journals Xan Arch and Isaac Gilman. Academic Library Services for First Generation Students. New York, NY: Libraries Unlimited, 2020. 149p. Paper.

2021 ◽  
Vol 82 (1) ◽  
pp. 130
Author(s):  
Jeffrey Delgado
Keyword(s):  
Higher Education ◽  
New York ◽  
White Students ◽  
Academic Libraries ◽  
First Generation ◽  
Academic Library ◽  
Library Services ◽  
First Generation Students ◽  
Actual Problem ◽  
The Social

Xan Arch and Isaac Gilman create a necessary, at times difficult to discuss, piece of writing that should be used by academic libraries across the nation. Academic Library Services for First Generation Students brings forth the question of how to address best librarian practices for first-generation students. They argue that current practices cater to middle-class white students. The academic setting is shaped in such a way that first-generation students are viewed as needing “assistance” when the actual problem lies within the institution and its support systems. This book’s structure facilitates a rich understanding of the problems within these institutions while also offering concrete examples for academic libraries that want to do better. The book begins by describing the social context of first-generation students in higher education generally and then addresses academic libraries in particular. It finishes with examples of how to adapt institutions to better support these students.

scholarly journals Racialisation rules: The effect of educational upward mobility on habitus

2021 ◽  
Vol 31 (3) ◽  
pp. 21-50
Author(s):  
Zsanna Nyírő ◽  
Judit Durst
Keyword(s):  
Family Of Origin ◽  
First Generation ◽  
Subjective Experience ◽  
Upward Mobility ◽  
Minority Group ◽  
Social Worlds ◽  
Inclusion Criteria ◽  
Subjective Experiences ◽  
The Social ◽  
University Degree

This paper explores the subjective experiences of education-driven upward mobility among firstin-family majority and minority (Roma) graduates in Hungary. The central question is how social ascension through educational mobility and the concomitant movement between different social worlds influence the habitus. Under what conditions does the habitus become destabilised as a result of upward mobility? The paper benefits from the empirical results of a 3-year study during which our research team has conducted 153 life history interviews with first-generation graduates in Hungary. The inclusion criteria for the sample of our study was that respondents had to complete college or university despite none of their parents have had a university degree. We identified the most important factors that contribute to the destabilisation of the habitus, either temporary or permanent. We examined the social and geographical range of our respondents’ education-driven mobility; the speed and the destination of their mobility (field of occupation); their belonging to the majority or a minority group; and the mobility aspirations of their family of origin (or the lack thereof). We explore the effect of these factors through an intersectional lens. We demonstrate that the unique combination and intersection of these factors greatly affect the subjective experience of mobility. However, some biographical conditions and contingencies also play a role in the outcome of upward mobility. According to our results, the dislocation of habitus is a particularly common experience for our Roma interviewees, at least at some stage of their mobility trajectory. This is because they have to carry the psychic burden of race in a society where institutional racism is permeated in many areas of everyday life and the question of loyalty to their group of origin is more complicated for them.

Introduction

1980 ◽  
Vol 25 (S1) ◽  
pp. vii-xxii
Author(s):  
J. K. Chambers
Keyword(s):  
Social Sciences ◽  
First Generation ◽  
Graduate Programs ◽  
Great Majority ◽  
National Consciousness ◽  
Third Generation ◽  
Canadian Universities ◽  
The Third ◽  
The Social ◽  
The Way

Nature leads the way. Man emerges on the scene, follows her footprints, marks and registers them in language, and makes a Science of Nature. Then he looks back and discovers that Language, while following the path of Nature, has left a trail of her own. He returns on this new trail, again marks and registers its footprints, and makes a Science of Language.The Birth of Language (1937)The great majority of linguists in Canada today belong to only the second academic generation of linguists in Canadian universities. Members of the first generation are, of course, still active—in some cases more active than the younger members of their departments. They are characterized, roughly, as founding members of the Canadian Linguistic Association, or as members of long standing. They are also characterized in a few cases as having been the teachers of junior members of the profession, although this is less often the case than it is in other disciplines, partly because there have been very few graduate programs in Linguistics until recently, and partly because there has been little demand for linguists trained in the specialty of the first generation anyway, which is almost unanimously dialect geography, and partly because there has been a decided tendency toward hiring non-Canadians in the social sciences to fill positions in Canadian universities. Now, with the increase in graduate programs in Linguistics, the more diverse specializations, and the national consciousness that Canadian universities can also be served by Canadians, the third generation of linguists will increasingly be selected from the students of the present academic generation, which is how academic generations have been gauged in other cultures for centuries.

The Context of Paratext

2014 ◽  
pp. 1-23 ◽  
Author(s):  
Fredrik Åström
Keyword(s):  
Social Sciences ◽  
Empirical Study ◽  
Digital Media ◽  
Computer Games ◽  
Web Of Science ◽  
Research Articles ◽  
Research Fields ◽  
The Social ◽  
Cultural Expressions

Based on two sets of data consisting of research articles from Web of Science, analyses were made on articles citing Genette and articles using the paratext concept. The purpose was to investigate the context in which the paratext concept is used and Genette is cited by analyzing the journals and research fields in which the articles were published, the literature these articles are based on, and the terminology used in the articles. This chapter presents the results, which show both close connections and similarities in citation patterns, namely, to literature studies and to the humanities in general. It is also possible to see signs of an increased interest in digital media and a widening of cultural expressions studied within the realm of the humanities, such as computer games, while Genette and paratextual theories are used to a much lesser extent in the social sciences. In addition to the empirical study, the relation between paratext studies and bibliometrics is briefly discussed.

Breaking the F-barrier: How the use of a visual representation of Fisher’s F-ratio can aid student comprehension of orthodox statistics

2018 ◽  
Vol 6 (2) ◽  
pp. 5-10
Author(s):  
Rory Allen
Keyword(s):  
Social Sciences ◽  
Null Hypothesis ◽  
Statistical Tests ◽  
Real Life ◽  
Deep Understanding ◽  
Significance Test ◽  
Algebraic Manipulation ◽  
Life Challenges ◽  
The Social ◽  
Degree Of Confidence

Universal laws are notoriously hard to discover in the social sciences, but there is one which can be stated with a fair degree of confidence: “all students hate statistics”. Students in the social sciences often need to learn basic statistics as part of a research methods module, and anyone who has ever been responsible for teaching statistics to these students will soon discover that they find it to be the hardest and least popular part of any social science syllabus. A typical problem for students is the use of Fisher’s F-test as a significance test, which even in the simple case of a one-factor analysis of variance (ANOVA) presents difficulties. These are two in number. Firstly, the test is presented as a test of the null hypothesis, that is, that there is no effect of one variable (the independent variable, IV) on the other, dependent variable (DV). This highlights the opposite of what one generally wants to prove, the experimental hypothesis, which is usually that there is an effect of the IV on the DV. Students, if they think about the question at all, may be tempted to ask “why not try to prove the experimental hypothesis directly rather than using this back-to-front approach?” Secondly, the F-ratio itself is presented in the form of an algebraic manipulation, involving the ratio of two mean sums of squares, and these means are themselves moderately complicated to understand. Even students specializing in mathematics often find algebra difficult, and to non- athematicians this formula is simply baffling. Instructors do not usually make a serious attempt to remedy this confusion by attempting to explain what the F-ratio is attempting to measure, and when they do, the explanation is not usually very enlightening. Students may struggle with the statement that the F-ratio is the ratio of “two different estimates of the variance of the population being sampled from, under the null hypothesis”. So what? The result is that students frequently end up applying statistical analysis programs such as SPSS and R, without having the faintest understanding of how the mathematics works. They use the results in a mechanical way, according to a procedure learned by rote memory, and may overlook different tests which might be more appropriate for their data. This might be called the cookbook approach to data analysis, and it is the opposite of the ultimate aim of high quality teaching, which is to provide a deep understanding of principles, which will allow the student to use these principles flexibly in real life challenges, without violating the assumptions of the statistical tests being employed.

Inter- and Extra-textual Hauntings: Unravelling the Semantic Web of Václav Havel’s Leaving

2015 ◽  
Vol 31 (3) ◽  
pp. 241-251
Author(s):  
Katie Fry
Keyword(s):  
Social Sciences ◽  
Twentieth Century ◽  
Comparative Literature ◽  
Research Council ◽  
Real Life ◽  
University Of Toronto ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Semantic Complexity ◽  
Twentieth Century Europe

Leaving (2007), the first play written by Václav Havel since the start of his political career in 1989, is a theatrical tour de force that categorically defies generic classification. In this article Katie Fry draws on methodologies of theatre semiotics and intertextuality to elucidate the semantic complexity of Havel’s highly unconventional play. Leaving is analyzed in terms of its engagement with intertexts, its incorporation of ‘real-life’ material from Havel’s political and artistic careers, and its subversion of theatrical conventions. Katie Fry is a PhD Candidate at the Centre for Comparative Literature, University of Toronto. She has worked as a translator and dramaturg for independent theatre projects in Madrid and Toronto. Her dissertation project examines the attribution of religious import to theatre, opera, and literature in nineteenth- and early twentieth-century Europe. She holds a doctoral fellowship from the Social Sciences and Humanities Research Council of Canada.

scholarly journals Bringing the world back in: Revolutions and relations before and after the quantum event

2020 ◽  
Vol 51 (5) ◽  
pp. 414-433 ◽  
Author(s):  
Jairus Grove
Keyword(s):  
Social Sciences ◽  
International Relations ◽  
Paradigm Shift ◽  
Quantum Physics ◽  
First Generation ◽  
Philosophical Inquiry ◽  
The Social ◽  
Before And After ◽  
Disciplinary Expertise ◽  
Quantum Event

Quantum physics is being positioned as a new archive for addressing major theoretical problems in the field of international relations. Two of the major proponents of engaging quantum thinking within international relations, James Der Derian and Alexander Wendt, have argued that quantum thinking offers the possibility of a major paradigm shift in the field. Before we determine quantum’s revolutionary potential, the persistent and most pressing question for me is how to position quantum thinking among other kinds of and claims to knowledge. I want to horizontalize where different kinds of knowledge sit within the renewed attention to quantum theory. Rather than just horizontalize or flatten ontology, I want to see what happens when we place scientific and philosophical inquiry in dialogue, and what that conversation does to the authority and value of quantum thinking for the social sciences. The article reconstructs the dialogue between the first generation of quantum physicists and the philosophers who informed them. Rather than make an explicit argument about the philosophical debt of physics, I argue that a broad and highly interdisciplinary set of questions drove both fields well beyond the specific areas of expertise of any of these thinkers. I believe this adventure of ideas followed by physicists, philosophers, and social theorists alike offers us a way forward as the complexity of our contemporary global challenges confront us now with the necessity to think well beyond our disciplinary expertise.

Embodied ekphrasis of experience: Bodily rhetoric in mediating affect in interaction

Semiotica ◽  
2020 ◽  
Vol 2020 (235) ◽  
pp. 91-111
Author(s):  
Hanna Rautajoki ◽  
Jarkko Toikkanen ◽  
Pirkko Raudaskoski
Keyword(s):  
Social Sciences ◽  
Sense Of Self ◽  
Multimodal Interaction ◽  
Real Life ◽  
Grocery Store ◽  
Affective Meaning ◽  
Rhetorical Device ◽  
The Past ◽  
The Social ◽  
Media Research

AbstractThe article investigates the rhetorical means of mediating affective experience in occasioned storytelling.The completion of this article has been supported by The Emil Aaltonen Foundation and The Academy of Finland project (285144) The Literary in Life and The Academy of Finland project (326645) European Solidarities in Turmoil. We are interested in the forms and aspects of bodily action in signifying and communicating a “para-factual experience” that was triggered by a real-life incident, but in fact only took place in a person’s imagination. We explore the case of a TV interview in which an American living in Finland narrates a personal, disturbing experience related to the news about 9/11. The story presents a visual scenario of the teller’s affective reaction towards two Muslim women in a grocery store. What is interesting in the story are its involuntary dimensions: the scenario portrays a picture of the teller that he finds unrecognizable and detached from his sense of self as a person. Even if the act was never actually realized, to the teller it felt real and compelling, as is manifest in the way he translates the scenario into a bodily performance. The teller not only uses his body to tell the story but momentarily turns the surrounding setting into a scene in the storyworld in which he plays the unidentified me. We call this physical performance of the imagined scene the embodied ekphrasis of experience.In Semiotica, the rhetorical device of ekphrasis has appeared before (see Frosh 2003; Hopkins 2015; Nesselroth 2016; Sarapik 2009) from such literary and linguistic perspectives, as well as through the lens of media research and cultural studies, to which our application will add from the viewpoint of ethnomethodology and the social sciences. Deploying research on multimodal interaction and intermediality, our empirical analysis explicates how the teller’s body, and not just words, build action, convey affective meaning, and resemiotize and mobilize a physical enactment of the past hypothetical scene.

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