When the Tears Just Pop Out of Your Eyes: Reconfiguring Social-Classed Literacies through a Posthuman Teacher Education Pedagogy

This chapter draws on theories of new materialisms that assume the discursive (language, ideology, emotions) and the material (physical space, material objects, bodies) are always entangled and act together to produce phenomena. We use these theoretical concepts to persuade readers that the ways we perceive, judge, and discriminate based on social-class difference are literacies that we acquire and produce across time and space. The authors argue that these literacies are acquired by the body through our material-discursive intra-actions and are often felt viscerally, even when we don't have access to language appropriate for articulating what we know. We use vignettes from teacher education courses to support a call for tending to the body, space, social-classed texts, and emotions in the design of curriculum and pedagogy aimed at approaches to teaching and learning that are sensitive to social class.

Social Class and Domesticity

This chapter traces the patterns of domesticity in the present sample of housewives. These findings are tied in with assertions about social class differences in domesticity which abound in much of the literature dealing with women's place in the family. As the study indicates, there is no social class difference in the frequency with which housewives are satisfied or dissatisfied with their work. The predominant feeling is one of dissatisfaction — twenty-eight of the forty women come out as dissatisfied. If education is taken instead of social class, there is still no difference between groups of women: equal proportions of those educated to sixteen and beyond are satisfied and dissatisfied with housework.

Effects of Hidden Curriculum on Students' Learning in Undergraduate Medical Education in Bangladesh Students' Views

The present study was conducted amongst fourth and fifth year MBBS students of six medical colleges (4 govt. & 2 nongovt.) of Bangladesh to study their views regarding hidden curriculum and its effects on students learning in undergraduate medical education. A total of 637 students were included in the study. Out of 637 students, 393(61.7%) were female and 244(38.3%) male students. Three hundred and fifty (54.95%) were from fourth year and 287(45.05%) students were from fifth year MBBS. Most of the students (96.7%) agreed that teachers' good behavior with students influences students' active participation in the class. The mean score was highly satisfactory(mean 4.68 ± 0.643). Of the total responded students, 58.9% strongly agreed that teachers' good behavior with parents influences students to do the same, and mean score was highly satisfactory. More than 87% agreed that teachers' good behavior with colleagues influence students to do so. The mean score was 4.40 ± 0.730 and it was also highly satisfactory. Around 70% of the students strongly agreed that teachers' good behavior with the patients and attendances influences students to maintain similar behavior and attitude with the patients and attendances. The mean score was 4.64 ± 0.643. As per views' of the students, teachers' depth of knowledge, devotion to the work, interest in the subject, honesty, fairness, teachers' language and art of expression also affects students learning. The mean score was more than four as opined by the students in favor of institutional educational environment, cultural norms, values, traditions all of which can affect students' learning. Teachers' humiliation of the students, gender discriminations, social class difference, and students' politics in the institutes all can affect students' learning badly. After data analysis it was observed that many of the hidden factors normally exists in the institutes that affect students' learning positively and others affect negatively.Bangladesh Journal of Medical Education Vol.9(1) 2018: 2-6

Age differences explain social class differences in students’ friendship at university: Implications for transition and retention.

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students, and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an online survey that contained measures of social class and age as well as quality and quantity of actual and desired friendship at university. Consistent with predictions, age differences significantly mediated social class differences in friendship. The Discussion focuses on potential policy implications for improving working-class students’ friendships at university in order to improve their transition and retention.

Social Class Difference in Response to Christmas Cards

In a total of 590 Christmas cards sent perception of status was important for both the sender and the receiver. High status of the sender increased the response rate significantly, especially among the “blue-collar” receivers.