Educational Disparities Among Marginalized Groups of Students

2021 ◽  
pp. 81-105
Author(s):  
Monica Bixby Radu
Keyword(s):  
Race And Ethnicity ◽  
Educational Outcomes ◽  
Social Cognitive ◽  
Family Background ◽  
Critical Role ◽  
Educational Process ◽  
Capital Investments ◽  
Marginalized Groups ◽  
Investments In Children ◽  
Socio Demographic Factors

Parents play a critical role in shaping their children's educational outcomes. Scholars identify parental resources, family background, and capital investments in children as factors that contribute to educational outcomes later in life. Schools also prove to be important contexts where children develop, suggesting that both families and schools are important for promoting youths' educational success. Ecological systems theory suggests the importance of considering how multiple contexts affect youths' social, cognitive, and behavioral development and maintains that socio-demographic factors, such as race and ethnicity, may affect interactions with immediate settings, such as families and schools. Therefore, drawing from this perspective, this researcher argues that perceiving one's school as unsafe and being the victim of bullying disrupts the educational process, particularly for students of color. Bullying encompasses a power dynamic between the bully and bully-victim, and the presence of bullying in schools may exacerbate unequal school environments.

Educational Disparities Among Marginalized Groups of Students

2018 ◽  
pp. 126-152 ◽  
Author(s):  
Monica Bixby Radu
Keyword(s):  
Race And Ethnicity ◽  
Educational Outcomes ◽  
Social Cognitive ◽  
Family Background ◽  
Critical Role ◽  
Educational Process ◽  
Capital Investments ◽  
Marginalized Groups ◽  
Investments In Children ◽  
Socio Demographic Factors

Parents play a critical role in shaping their children's educational outcomes. Scholars identify parental resources, family background, and capital investments in children as factors that contribute to educational outcomes later in life. Schools also prove to be important contexts where children develop, suggesting that both families and schools are important for promoting youths' educational success. Ecological systems theory suggests the importance of considering how multiple contexts affect youths' social, cognitive, and behavioral development and maintains that socio-demographic factors, such as race and ethnicity, may affect interactions with immediate settings, such as families and schools. Therefore, drawing from this perspective, this researcher argues that perceiving one's school as unsafe and being the victim of bullying disrupts the educational process, particularly for students of color. Bullying encompasses a power dynamic between the bully and bully-victim, and the presence of bullying in schools may exacerbate unequal school environments.

scholarly journals DIAGNOSTICS OF PSYCHOLOGICAL FEATURES OF EMOTIONAL COMPETENCE OF MEDICAL STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2018 ◽  
pp. 34-37
Author(s):  
O. Lazurenko
Keyword(s):  
Medical Students ◽  
Professional Training ◽  
Social Cognitive ◽  
Emotional Competence ◽  
Educational Process ◽  
General Description ◽  
Control Groups ◽  
Professional Activities ◽  
The Future ◽  
And Control

The model and the logic of empirical research are determined. The experimental study of emotional competence is presented. A general description of the subjects is systematized. The results of the ascertaining experiment are presented. The author conducted her research in several directions. This approach allowed the researcher to present the quantitative characteristics of emotional intelligence on all scales and subscales in details. On this basis, the author makes a detailed qualitative analysis of the manifestation of the studied ability in future doctors. Besides, after conduction of the research, the author makes conclusion that students' ability to understand and manage other people's emotions and the ability to understand their own emotions and manage them are not formed enough. And these make impossible the success of the future professional activities of a doctor. The author makes conclusion that the development of emotional competence of students of medical universities can be formed by introducing special courses, educational and developmental training programs into the educational process. The correlation analysis allowed the author to empirically confirm the correct determination of the content of the basic components of the future doctor’s emotional competence. Besides, it is proved that the parameters of the social, cognitive, regulatory, empathic components of emotional competence significantly correlate with each other. The received results confirmed that during first year medical students of the experimental and control groups have the same positions of the level of development of emotional competence. And any significant statistical differences in its manifestation were not found among students of the experimental and control groups. Moreover, the received results at ascertaining stage of the study showed the insufficient level of development of the components of emotional competence among students of medical faculty. This led to the creation of a program for the formation of the emotional competence of a future doctor in the process of training in a higher medical school

Strategic Approaches to Planning School Development and Improving Educational Outcomes

2021 ◽  
pp. 71-80
Author(s):  
O. Chernilevskaya
Keyword(s):  
Social Capital ◽  
School Performance ◽  
Educational Outcomes ◽  
Educational Process ◽  
Management Team ◽  
School Development ◽  
Education Quality ◽  
Development Models ◽  
Performance Development ◽  
Specific Management

The article presents an example of strategic planning of school development in order to improve educational results. The author provides arguments and justifications for the choice of specific strategic approaches from understanding the categories of "school performance", "development factors", "management team", "social capital", "innovative activity" to researching the potential of the school, specific management decisions, demonstrating the structure and content developed development models. The material of the article reflects in detail the strategy of planning the educational process in a particular school in terms of development. The model of the innovative project "Educational Navigator" is described. A model of intraschool education quality assessment is presented. The article provides examples of the results of the study.

Does Protest Against Police Violence Matter? Evidence from U.S. Cities, 1990 through 2019

2021 ◽  
pp. 000312242110569
Author(s):  
Susan Olzak
Keyword(s):  
Race And Ethnicity ◽  
Democratic Politics ◽  
Police Brutality ◽  
Policy Changes ◽  
Disadvantaged Communities ◽  
Civilian Review ◽  
Marginalized Groups ◽  
Effective Form ◽  
The Empirical Analysis ◽  
Focal Issue

An underlying premise of democratic politics is that protest can be an effective form of civic engagement that shapes policy changes desired by marginalized groups. But it is not certain that this premise holds up under scrutiny. This article presents a three-part argument that protest (1) signals the salience of a movement’s focal issue and expands awareness that an issue is a social problem requiring a solution, (2) empowers residents in disadvantaged communities and raises a sense of community cohesion, which together (3) raise costs and exert pressure on elites to make concessions. The empirical analysis examines the likelihood that a city will establish a civilian review board (CRB). It then compares the effects of protest and CRB presence on counts of officer-involved fatalities by race and ethnicity. Two main hypotheses about the effect of protest are supported: cities with more protest against police brutality are significantly more likely to establish a CRB, and protest against police brutality reduces officer-involved fatalities for African American and Latino (but not for White) individuals. However, the establishment of CRBs does not reduce fatalities, as some have hoped. Nonetheless, mobilizing against police brutality matters, even in the absence of civilian review boards.

Regenerating HBCU Persistence and Retention

2018 ◽  
pp. 869-898
Author(s):  
Erica J. Woods-Warrior
Keyword(s):  
Postsecondary Education ◽  
Public Discourse ◽  
Degree Attainment ◽  
Critical Role ◽  
At Risk Students ◽  
Educational Process ◽  
College Completion ◽  
First Year ◽  
The Public ◽  
Minority Serving Institutions

The public discourse on postsecondary education emphasizes the ability of minority-serving institutions to improve the national status of college completion. As incubators for a large proportion of African American professionals, HBCUs play a critical role in meeting the nation's goals for degree attainment. However, these institutions are susceptible to challenges including recruitment, retention, and pipelining. To ensure sustainability in the contemporary marketplace and produce workforce-ready alumni, HBCUs must innovate and assess to strengthen the educational process. This chapter examines the significance of nontraditional students and contextualizes targeted retention efforts. The author highlights comprehensive pedagogy and practices, including learning communities, first-year programs, and mentorship. The work addresses two goals: (a) to understand conceptual bases on which retention strategies for at-risk students are developed, and (b) to isolate effective practices for improving academic and professional, success outcomes for these students.

Motivation

2020 ◽  
pp. 539-576
Author(s):  
Robyn M. Holmes
Keyword(s):  
Job Satisfaction ◽  
Case Studies ◽  
Educational Outcomes ◽  
Social Cognitive ◽  
Family Values ◽  
Cross Cultural ◽  
Learning Achievement ◽  
Expectancy Value ◽  
Key Terms

Chapter 14 explores the ways culture shapes our thoughts and actions regarding motivation and achievement. It discusses motivation models including humanistic, learning, achievement, expectancy value, cognitive, and social cognitive approaches. It addresses the application of motivation models to everyday interactions and contexts, including school, the workplace, and job satisfaction. It also examines incentives and culture, factors impacting motivation in the classroom, extrinsic and intrinsic incentives, and motivation and stereotypical threat. Finally, it discusses the connection between achievement and culture, family values and educational outcomes, and presents indigenous, cross-cultural, and case studies on achievement. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.

scholarly journals Determinants of Preventive Behaviors in Response to the COVID-19 Pandemic in France: Comparing the Sociocultural, Psychosocial, and Social Cognitive Explanations

2020 ◽  
Vol 11 ◽  
Author(s):  
Jocelyn Raude ◽  
Jean-Michel Lecrique ◽  
Linda Lasbeur ◽  
Christophe Leon ◽  
Romain Guignard ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Adult Population ◽  
Critical Role ◽  
Explanatory Power ◽  
Population Based ◽  
High Rate ◽  
Hierarchical Regression ◽  
Sociocultural Factors ◽  
Preventive Behaviors ◽  
Cross Sectional

In absence of effective pharmaceutical treatments, the individual's compliance with a series of behavioral recommendations provided by the public health authorities play a critical role in the control and prevention of SARS-CoV2 infection. However, we still do not know much about the rate and determinants of adoption of the recommended health behaviors. This paper examines the compliance with the main behavioral recommendations, and compares sociocultural, psychosocial, and social cognitive explanations for its variation in the French population. Based on the current literature, these 3 categories of factors were identified as potential determinants of individual differences in the health preventive behaviors. The data used for these analyses are drawn from 2 cross-sectional studies (N = 2,000 in survey 1 and 2,003 in survey 2) conducted after the lockdown and before the peak of the COVID-19 epidemic in France. The participants were drawn from a larger internet consumer panel where recruitment was stratified to generate a socio-demographically representative sample of the French adult population. Overall, the results show a very high rate of compliance with the behavioral recommendations among the participants. A hierarchical regression analysis was then performed to assess the potential explanatory power of these approaches in complying with these recommendations by successively entering sociocultural factors, psychosocial factors, social cognitive factors in the model. Only the inclusion of the cognitive variables substantially increased the explained variance of the self-reported adoption of preventive behaviors (R2 change = 23% in survey 1 and 2), providing better support for the social cognitive than the sociocultural and psychosocial explanations.

Toward Agentic HRD: A Translational Model of Albert Bandura’s Human Agency Theory

2019 ◽  
Vol 21 (3) ◽  
pp. 335-351
Author(s):  
Hyung Joon Yoon
Keyword(s):  
Social Cognitive Theory ◽  
Agency Theory ◽  
Human Resource Development ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Critical Role ◽  
Human Agency ◽  
Translational Model ◽  
Reciprocal Determinism ◽  
Systems Model

The Problem Albert Bandura has refined a theory of human agency with three modes and four core properties within social cognitive theory. Human agency plays a critical role in one’s adaptation, self-development, and self-renewal. Despite its relevance to human resource development (HRD), human agency theory has not been explored or effectively utilized in HRD research and practice. The Solution Following Bandura’s human agency theory, a translational and implementational model for HRD was proposed. First, the model integrated the four core properties of human agency (intentionality, forethought, self-reactiveness, and self-reflectiveness) into a model by altering the sequence to align with major HRD processes. Second, it synthesized triadic reciprocal determinism with the four core properties of human agency by placing the agent at the center of the model. Third, it is an open systems model that describes reciprocal determinism between the agent and the environment at micro, meso, and macro levels, indicating the dynamics of personal, proxy, and collective agency. The Stakeholders The model will be useful for career practitioners, coaches, organization development consultants, and other HRD professionals who deliver interventions. HRD researchers and theorists may find it worthwhile to test and validate the model. In addition, regardless of disciplines, researchers, and practitioners who follow social cognitive theory may find some insights from the translational model.

scholarly journals Examining multi-layer constraints on activity engagement among older adults

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Lee
Keyword(s):  
Older Adults ◽  
Social Cognitive ◽  
Social Supports ◽  
Later Life ◽  
Physical Activities ◽  
Neighborhood Environment ◽  
Active Ageing ◽  
Wide Range ◽  
Cognitive Activities ◽  
Socio Demographic Factors

Abstract Background Social and cognitive activities motivate the older adults to develop individual aspirations, newfound sources of pleasure, and engagement in later life. The current study aimed to examine a wide range of factors that might impede older adults’ participation in activities, and to provide strategies to manipulate the constraints in the promotion of active ageing. Methods We used data drawn from a sample of the Survey of Health, Ageing, and Retirement in Europe (SHARE) wave 7.0. The study sample comprised 48,742 European elderly, aged between 65 and 105 years (54% female). Multiple questionnaire items were used to assess various constraints including socio-demographic factors, personality, social supports, health and psychological indicators. Activities included social and cognitive activities and also moderate physical activities. A series of regression analysis was performed to examine the hypothesized relationships between study variables. Results Those older adults who reported negative perception of neighborhood environment (p < .001), poor health (p < .001), chronic diseases (p < .001), and frequent loneliness and depression (p < .001) were less likely to participate in social and cognitive activities. Moderate-level of physical activities were strongly related to the health variables (p < .001) and social supports (p < .001). Among the demographic variables, age was highlighted as the most predictable factor for the decreased participation in activities. Conclusions In order to promote diverse forms of activities in later life, we should be better-informed about different nature and variability of the constraints among the older adults. Improving accessibility to the activities such as ageing-friendly facilities and home-oriented social service and recreation programs can help older adults more engage in daily activities. Key messages Older adults experience varied constraints on social, cognitive and physical activities. Public health should improve accessibility to diverse forms of activities in later life.

Sign in / Sign up

Export Citation Format

Share Document