scholarly journals Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

2021 ◽  
Vol 6 ◽  
Author(s):  
Lisa M. Seebacher ◽  
Irina Vana ◽  
Christian Voigt ◽  
Juliet Tschank
Keyword(s):  
Science Learning ◽  
Social Background ◽  
Stepwise Logistic Regression ◽  
Educational Capital ◽  
Science Attitude ◽  
Young Learners ◽  
Positive Science ◽  
And Gender ◽  
Learning Ecology ◽  
Learning Ecologies

Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to focus on inequalities in connecting with science: Which factors influence the formation of a positive science attitude of young learners and how does the social background of young learners influence their opportunities of connecting with science, focusing on the intersections of class and gender? Based on a quantitative survey among 1,486 visitors of non-formal science education offers aged between 8 and 21, we analyze important factors for the development of a positive science attitude and investigate structural inequalities. The intersectional perspective was implemented in the sampling, survey design as well as its analysis. Using composite indicators of age and gender as well as gender and educational capital, we avoid a homogenisation of broadly defined groups. The results highlight that the development of a highly positive science attitude–as identified in a stepwise logistic regression model–is linked to supportive social environments, intrinsic motivation, science learning in school as well as regular engagement in arts-based learning, and self-directed science learning. The learning ecology perspective illustrates the influence of school on science attitudes in general. From an intersectional perspective, however, our findings demonstrate that the persistence of an androcentric and classist concept of science is not compatible with every learning ecology; male learners from educationally affluent backgrounds are most likely to enjoy science learning and see how science relates to their everyday realities. In turn, however, not only female learners with lower educational capital but also male learners with lower educational capital might find it more difficult to connect with science. The intersectional approach unveiled the multiple ways educational capital and gender shape individual learning ecologies. More equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all.

scholarly journals Differences in Graphomotor Skills by the Writing Medium and Children’s Gender

2021 ◽  
Vol 11 (4) ◽  
pp. 162
Author(s):  
Boram No ◽  
Naya Choi
Keyword(s):  
Preschool Children ◽  
Repeated Measures ◽  
Repeated Measures Anova ◽  
Surface Textures ◽  
Young Learners ◽  
And Gender ◽  
Print Size ◽  
Writing Practice ◽  
Pressure Analysis

Factors of graphomotor skills may serve as indicators to determine a writer’s handwriting proficiency or acclimation to different writing surface textures. This study examines differences in children’s graphomotor skills based on types of writing medium and gender. Participants were 97 six-year-old Korean preschool children who had not received formal writing training prior to the study. Writing tasks were completed on a tablet screen and paper. Writing samples were analyzed using the Eye and Pen software to investigate spatial, temporal, and pressure exertion exhibited during the writing tasks. A repeated measures ANOVA revealed differences in graphomotor skills such as print size, writing speed, and writing pressure. Writing on a tablet screen decreased clarity of writing; print size and speed increased as the stylus slides across the tablet surface with relatively less friction, thereby decreasing the exertion of writing pressure. Analysis of writing differences according to gender indicated that boys generated larger print sizes than girls. Results suggest that while simple writing tasks may be feasible on the tablet screen, providing children with a larger writing medium and encouraging larger print sizes for writing practice, especially for boys, may be beneficial in the development of graphomotor skills among young learners.

The Learning and Educational Capital of Male and Female Students in STEM Magnet Schools and in Extracurricular STEM Programs: A Study in High-Achiever-Track Secondary Schools in Germany

2017 ◽  
Vol 40 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Heidrun Stoeger ◽  
Teresa Greindl ◽  
Johanna Kuhlmann ◽  
Daniel Patrick Balestrini
Keyword(s):  
Secondary Schools ◽  
Magnet Schools ◽  
Female Students ◽  
Magnet School ◽  
School Students ◽  
Male And Female ◽  
High Achiever ◽  
Educational Capital ◽  
And Gender ◽  
Talented Students

Magnet schools focused on science, technology, engineering, and mathematics (STEM) as well as extracurricular programs in STEM support talented students and help increase their participation rates in those domains. We examined whether and the extent to which the learning and educational capital of male and female students ( N = 801) enrolled in high-achiever-track secondary schools in Germany with and without a STEM focus differed. We found both school and gender differences for some types of learning and educational capital but no interaction effect of type of school and gender. We also assessed the relationship between school status as a STEM magnet school, students’ gender, and students’ learning and educational capital, on the one hand, and registration for a 1-year extracurricular program in STEM, on the other hand. Students enrolled in high-achiever-track STEM magnet schools, as well as male students, were more likely to register for the extracurricular program. Some types of learning and educational capital also predicted registration in a regression analysis.

scholarly journals Rhythmic Gymnastics vs. Boxing: Gender Stereotypes From the Two Poles of Female Sport

2013 ◽  
Vol 58 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Piroska Béki ◽  
Andrea Gál
Keyword(s):  
Gender Roles ◽  
Gender Stereotypes ◽  
Team Sports ◽  
Social Background ◽  
Ice Hockey ◽  
Structured Interviews ◽  
The Public ◽  
Rhythmic Gymnastics ◽  
Femininity And Masculinity ◽  
And Gender

Abstract In recent decades, women have begun to take up types of physical activity traditionally considered masculine. They appeared in previously one-gender team sports such as football or water polo, and nowadays they are also involved in ice hockey, canoeing, and are active in numerous combat sports as well. On the other hand, men have entered sport fields previously only available to women, such as rhythmic gymnastics. By this, sport can be regarded not only as a scene of gender stereotyping, but also a scene of redefining the concepts of masculinity-femininity in the negotiating of gender relations. Owing to these phenomena, there has been an emergence of studies analyzing sports from a gender aspect as well as the generalizations related to athletes involved in these sports. These studies have primarily focused on the constructions of gender identities and gender roles of women participating in traditionally masculine sports (football, weightlifting, and bodybuilding). This paper presents the results of empirical research designed to explore the opinions of top athletes involved in sports considered to be the most masculine and most feminine by the public and by sport experts: rhythmic gymnastics and boxing. They discussed their own sport and each other’s sport. With the information obtained from the structured interviews (n=22), it became possible to compare their social background, sport socialization and sport selection, as well as their conceptions of gender roles, femininity, and masculinity. As a conclusion of the research, it can be stated that from the aspects examined differences could mostly be observed in the circumstances of sport selection, but representatives of the two sports also diverged remarkably in their judgments about each other’s sport. While female boxers did not voice extreme opinions about rhythmic gymnastics, representatives of the sport regarded to be the most feminine reflected on boxing in a stereotypical and prejudiced way, even given their lack of experience.

Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers

Multilingua ◽  
2017 ◽  
Vol 36 (4) ◽  
Author(s):  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Peer Interactions ◽  
Peer Group ◽  
Minority Children ◽  
Group Interactions ◽  
Communicative Practices ◽  
A Site ◽  
Learning Ecology ◽  
Learning Ecologies

AbstractIn this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of children’s play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novice’s marginal social position, and the child’s rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.

scholarly journals The sociocultural and behavioural characteristics that patients want in psychiatrists: cross-sectional survey of patients’ views

2020 ◽  
pp. 1-6
Author(s):  
Richard Laugharne ◽  
Stefan Priebe ◽  
Agnes Chevalier ◽  
Catherine Paton ◽  
Rajaei K. Sharma ◽  
...  
Keyword(s):  
Communication Skills ◽  
Medical Knowledge ◽  
Social Background ◽  
Clinical Implications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Age And Gender ◽  
Behavioural Characteristics ◽  
Sociocultural Characteristics ◽  
And Gender

Aims and method There appears to be no research to date investigating patients’ preferences for sociocultural characteristics or behavioural qualities of psychiatrists. We aimed to assess which are most important to patients. Patients (132) in community mental health teams across two sites (East Cornwall, East London) completed a questionnaire ranking the importance of different sociocultural characteristics and behaviours of psychiatrists. Results Patients cared more about age and gender than other characteristics. Four preferences (from a choice of ten) regarding behavioural qualities were clearly identified as important: explaining things clearly, dedication to personal treatment, being friendly and polite, and being up to date with medical knowledge. Clinical implications Patients are fairly unconcerned about the age, gender, religion and social background of psychiatrists. Characteristics they care about most include communication skills, competence, dedication to personal treatment and friendliness. Explaining things clearly is particularly important. This indicates specific areas of improvement for training and further research.

scholarly journals Learning Ecologies in the Digital Era: A Challenge for Primary Education in Low-Income Contexts

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2108
Author(s):  
Celia Moreno-Morilla ◽  
Fernando Guzmán-Simón ◽  
Eduardo García-Jiménez
Keyword(s):  
Low Income ◽  
Digital Technology ◽  
Qualitative Methodology ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Digital Era ◽  
Digital Community ◽  
Learning Ecology ◽  
Learning Ecologies ◽  
Adequate Method

This research focused on the study of learning ecologies utilizing digital technology. The qualitative methodology used has allowed the analysis of the interactions children establish with digital technologies and the manner in which they construct a learning ecology. A total of 46 12-year-olds, their families, and their teachers participated in this study. The children’s schools and homes were in neighborhoods where structural situations of poverty and social and cultural marginality concurred. The children integrated researchers into their digital community, which allowed access to the events that the community was developing through digital technologies for two years. This information was complemented by the development of systematic observations and interviews with each participant. The participants’ multimodal linguistic and literacy practices were analyzed using a social semiotics approach. The results of the research describe and interpret the interactions that took place between participants and digital technologies. The research has identified the processes of recontextualization, transduction, and transcontextualization of the discourses developed in the frame of the participants’ learning ecologies. Digital ethnography has been revealed as an adequate method for studying learning ecologies.

scholarly journals Nina och Tina - föreställinger och erfarenheter bland två unga flickor i Stockholms multietniska värld

1998 ◽  
Author(s):  
Aleksandra Ålund
Keyword(s):  
Identity Formation ◽  
Cultural Differences ◽  
Family Relations ◽  
Social Background ◽  
Social Conditions ◽  
Immigrant Background ◽  
Personal Experiences ◽  
And Gender ◽  
Personal Social Networks ◽  
Ethnicity And Gender

Based on her book titled "Multikultiungdom" (Multi Cultural Youth) the author examines processes of integration, ethnic and gender identity formation among young paople of immigrant background in Sweden. Those processes, the author maintains, tend often to be reduced to stereotypical images of cultural differences. Immigrant youth may share similar social conditions characterised by cultural marginalisation and social exclusion. However, their individual careers are based on personal experiences. Using the example of two young girls, two cousins with similar social background, the paper discusses differences in their individual careers. The analysis points to the importance on class, ethnicity and gender, but also to the meaning of personal social networks, family relations and family history.

scholarly journals Indisciplina no PISA: entre o intra e o extraescolar

2017 ◽  
Vol 28 (68) ◽  
pp. 382
Author(s):  
Luciano Campos da Silva ◽  
Daniel Abud Seabra Matos
Keyword(s):  
Linear Regression ◽  
Student Behavior ◽  
Social Background ◽  
School Factors ◽  
Pisa 2012 ◽  
Palabras Clave ◽  
And Gender ◽  
Using Data ◽  
Multilevel Linear Regression ◽  
Type Of School

<p>São objetivos deste trabalho: analisar o fenômeno da indisciplina escolar por meio dos dados do PISA 2012; aplicar um modelo de regressão linear multinível tendo o clima disciplinar como variável dependente; e identificar fatores explicativos intra e extraescolares associados à indisciplina. A contribuição mais significativa deste trabalho é apontar que a indisciplina parece ser mais dependente de fatores intra do que extraescolares. Variáveis clássicas como nível socioeconômico, tipo de escola e gênero não apresentaram poder explicativo sobre a indisciplina, o que tenciona a tese de que o fenômeno se associaria diretamente à origem social dos estudantes. A proporção de repetentes da escola se mostrou o fator de maior impacto na indisciplina.</p><p><strong>Palavras-chave:</strong> Indisciplina Escolar; PISA; Regressão Linear Multinível; Comportamento do Aluno.</p><p> </p><p><strong><em>Indisciplina en el PISA: entre lo intra y lo extraescolar</em></strong></p><p><em>Son los siguientes los objetivos de este trabajo: analizar el fenómeno de la indisciplina escolar por medio de los datos del PISA 2012; aplicar un modelo de regresión lineal multinivel con el clima disciplinar como variable dependiente; e identificar factores explicativos intra y extraescolares asociados a la indisciplina. La contribución más significativa de este trabajo es la de señalar que la indisciplina parece ser más dependiente de factores intra que extraescolares. Variables clásicas como el nivel socioeconómico, el tipo de escuela y el género no presentaron poder explicativo sobre la indisciplina, lo que proyecta la tesis de que el fenómeno se asociaría directamente al origen social de los estudiantes. La proporción de repetidores de la escuela se mostró el factor de mayor impacto en la indisciplina.</em></p><p><em><strong>Palabras-clave:</strong> Indisciplina   Escolar; PISA; Regresión Lineal Multinivel; Comportamiento del Alumno.</em></p><p><em> </em></p><p><strong><em>Indiscipline in PISA: between intra- and extra-school factors</em></strong></p><p><em>This study aims to analyze the phenomenon of school discipline using data from the PISA 2012; to apply a multilevel linear regression model considering the disciplinary climate as the dependent variable and to identify explanatory intra and extra-school factors associated with discipline. The most significant contribution of this paper is to point out that the discipline issue seems to be more dependent on intra than extra school factors. Classical variables such as socioeconomic status, type of school and gender had no influence on discipline, presupposing the idea that the phenomenon is directly associated to students’ social background. The proportion of repeat students in school proved to be the factor of greatest impact on discipline.</em></p><p><em><strong>Keywords:</strong> School Indiscipline; PISA; Multilevel Linear Regression; Student Behavior.</em></p>

Emetogenicity of multiday chemotherapy regimens: Drug and patient factors affecting control of CINV

2009 ◽  
Vol 27 (15_suppl) ◽  
pp. e20683-e20683
Author(s):  
J. D. Howell ◽  
H. Brown
Keyword(s):  
Single Agent ◽  
Dose Intensity ◽  
Predictive Performance ◽  
Stepwise Logistic Regression ◽  
Poor Control ◽  
Site Factors ◽  
Stepwise Logistic Regression Analysis ◽  
Age And Gender ◽  
Factors Affecting ◽  
And Gender

e20683 Background: Multi-day chemo regimens have particular advantages in increasing tolerability and maintaining dose intensity of combination cytotoxic therapy. However repeated daily insults of therapy can make control of CINV challenging. Increased knowledge of factors affecting poor control of multi-day chemo, under current CINV prevention conditions, would be beneficial. Methods: A dataset of 621 patients treated in a blinded, randomised non-inferiority study (Grunberg SM, Gabrial NY, Clark G, MASCC 2007, Abstract # 18) of a granisetron transdermal patch (TDS, Sancuso) and oral granisetron, was analysed. As TDS was shown to be non-inferior to oral granisetron, data from both arms were used. All patients had received 3–5 days of moderately or highly emetogenic chemotherapy. Total Control of CINV over Day 1 and Days 1–3 was used as the efficacy endpoint. Stepwise logistic regression analysis was used to assess the predictive performance of patient and chemotherapy factors. Wald chi-squared statistics and Akaike criteria were used to measure significance of predictive factors and model fit, respectively. Results: The simple sum of emetogenicity scores of each cytotoxic (Grunberg SM,(2005) Evaluation of new antiemetic agents_an update. Support Care Cancer (2005) 13: 80–84) provided best overall prediction of emetogenicity of the multiday regimen. Cisplatin was more emetogenic and doxorubicin less so compared to established scoring (Grunberg SM,(2005) Evaluation of new antiemetic agents_an update. Support Care Cancer (2005) 13: 80–84). Age and gender were significant in predicting control: females <60 and males <40years being at risk. A genitourinary site of cancer was also an independent risk factor. Smoking, alcohol use, previous chemotherapy and performance score had no significant effect on risk of CINV. Conclusions: Established emetogenicity scores, derived from historical data on untreated patients, are relevant to multi-day chemo but could be revised to improve prediction of CINV. Cisplatin has a stronger impact on poor control in multi-day than single-agent scoring predicts. Age and gender factors remain important; but with different age breaks for male and female. These and tumour site factors should be taken into account when designing clinical trials or analysing data relating to antiemetics and CINV. [Table: see text]

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