Collaboration Beyond the School

The authors of this chapter posit that collaboration with related and instructional personnel, as well as regional and state education agencies, can serve to combat teacher retention issues while improving student services. Acknowledging common barriers to effective collaboration, practical tools for overcoming these challenges are suggested. Further, key stakeholders in the collaborative process and their roles are identified. The chapter concludes by organizing collaborative efforts to engage in throughout a student's educational career.

The Daughter's Career in Family Firms

In spite of the considerable importance of career issues in the field of family business gender studies, current literature shows a lack of attention to careers in family businesses. Due to this theoretical limitation, this chapter aims to investigate quantitatively the second generation's career in a sample of Italian family firms (N=297). Findings suggest that the careers of females and males show different characteristics. This chapter contributes to the limited research on daughter succession. Moreover, it provides a contribution to understanding the daughters' organizational and educational career in small and medium-sized family firms specifically, filling a gap in the current literature. Finally, this chapter prompts a reflection on the cultural/contextual aspects that impact upon entry into the company.

Psychosocial and Biological Outcomes of Immersive, Mindfulness-Based Treks in Nature for Groups of Young Adults and Caregivers Affected by Cancer: Results from a Single Arm Program Evaluation from 2016–2021

The COVID-19 pandemic has left many individuals suffering from “connection deficit disorder” given changes to the way we work, go to school, socialize, and engage in daily activities. Young adults affected by cancer between the ages of 18–39 have known this connection deficit long before the pandemic. Being diagnosed and treated for cancer during this time can significantly disrupt engagement in important educational, career, social, and reproductive pursuits, and contribute to increased stress, anxiety, depression, and other negative outcomes. Experiencing meaningful connection—with nature, with peers who understand, and with oneself, may help assuage this adverse effect of disconnect. A single arm within-subjects program evaluation was conducted to examine outcomes following participation in immersive, multi-night, mindfulness-based treks in nature in a sample of young adults (n = 157) and caregivers (n = 50) affected by cancer from 2016–2021. Pre to post-trek changes included significant (p < 0.001) self-reported improvements in feeling connected to nature (d = 0.93–0.95), peers (d = 1.1–1.3), and oneself (d = 0.57–1.5); significant (p < 0.001) improvements on PROMIS Anxiety (d = 0.62–0.78), Depression (d = 0.87–0.89), and Sleep Disturbance (d = 0.37–0.48) short forms; and significant (p < 0.05) changes in pro-inflammatory biomarkers (d = 0.55–0.82). Connection-promoting experiences like this have the potential to improve health and wellbeing in this population and serve as a model for others.

Education in Confinement: The Reintegration of Young People in Prison in La Araucanía, Chile

This article addresses the social reintegration of young people studying in the prison of La Araucanía, Chile. Our objective is to describe the social representation of young people between 19 and 29 years old, who are currently serving a custodial sentence, in their reintegration process after secondary education. We start off with the acknowledgement that both social mobility and educational career are historically marked by the reproduction of sociocultural inequality: Educational structures do not fulfill the mission of providing tools for a persons’ life. Our article is based on a unique case study in which a current phenomenon is investigated; in this case, social reintegration within an authentic context—prison. Semi‐structured interviews were applied during our research and participants’ narratives were methodologically triangulated. Our article concludes that, given the presence of homogenizing and inefficient study plans, young people demand deep changes that are linked to a social pedagogy, which values their skills and life project through an awareness process. This process would enable them to explore their reality and cultural action in order to become conscious young people and co‐creators of their future once in freedom.

I skuggan av kulturellt kapital – om konsten att omforma habitus för skolframgång

This article focuses on how high-achieving Swedish upper secondary students from families with low educational capital manage to transform their cultural capital and habitus to embark on a successful educational career. The analytical framework of the study is based on Bourdieu’s understanding of cultural capital and habitus. The data analyzed are based on interviews with 23 upper secondary students. Their success is based on a combination of a caring home environment and seeing both trustfully teachers, and like-minded peers as resources for their educational success, together with an awareness that good grades equal desirable position on the labour market.

Survey of the triple-mentoring program for students at a religious medical school

Background Tzu Chi University in Taiwan offers a unique mentoring program. This program differs from others as it comprises triple mentorship, namely, faculty mentors, Tzu Cheng/Yi De (TC/YD; senior volunteers), and school counselors. This study aimed to survey the role functions of the mentors from the perspective of medical students. Methods The Role Functions of the Mentoring Program Scale (RFMPS) was developed on the basis of literature reviews and focus groups and it underwent exploratory factor analysis for internal consistency and reliability. RFMPS comprises four role functions, namely, mental, educational, career, and humanistic/moral guidance counseling. The survey was distributed to 171 medical students via an online network with two-month intervals and was analyzed using multivariate analysis of variance. Results The overall response rate was 64% (116/171). The mean scores of the four role functions in descending order belonged to faculty mentors, TC/YD, and school counselors. For humanistic/moral guidance, students had an equal preference for the faculty mentors and TC/YD over school counselors. As for educational, career, and mental guidance counseling, students preferred faculty mentors over TC/YD and school counselors. Faculty mentors provided students with the required guidance counseling for all the four role functions, especially educational guidance; TC/YD in particular offered prominent humanistic/moral guidance and career counseling; school counselors were less preferred but guided students in need. Conclusions Medical students value different role functions provided by faculty mentors, TC/YD, and school counselors. A diversified focus could be provided by the faculty mentors, particularly in educational, career, mental, and humanistic/moral counseling; TC/YD specialized in humanistic/moral guidance; and the school counselors carried out their role function only when needed. Humanistic/moral guidance is equally preferred to other types of guidance, which can be equally valuable in future mentoring programs.

After the International Mathematical Olympiad: The Educational/Career Decisions and the Development of Mathematical Talent of Former Australian Olympians

This study investigated the educational and career experiences of former Australian Olympians after their participation in the International Mathematical Olympiad. For this purpose, 15 former Olympians were engaged in interviews about how they developed their mathematical talent at university, how they selected their careers, and how they developed their mathematical talent within their careers. Thematic analysis was undertaken on the collected data. The resulting themes provided useful insights into the reasoning behind the selection of one’s area of study, the nature of the study experience, the factors considered in the career decision, and the nature of mathematical development in one’s career. Among other conclusions, the study suggested the applicability of two theories (i.e., the theory of work adjustment and the megamodel of talent development) in understanding the educational/career decisions of this group, the need for more systematic gifted education provisions within tertiary settings, and a prominent “brain drain” effect.

Dynamics of educational, career and life motives of female psychology students in the process of studying at a university

The article presents the results of a research aimed at establishing the dynamics of educational, career, life motives of female students of higher educational institutions studying psychology. The research methods were testing (methods: “Career Anchors” (E. Shane, adaptation and translation by V.Ya. Vinokurov, V.A. Cheeker), “Diagnostics of the motivational structure of a personality” (V.E. Milman), “Humorous phrases test” (HFT) (A.G. Shmelev, A.S. Babina); longitudinal sections method (longitudinal method). As statistical methods for analyzing the results, methods of parametric (multiple linear regression) and nonparametric statistics (Friedman, Wilcoxon tests) were used.

“I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow

In this article I use personal narrative to provide a commentary on the value of Disability Studies in Education (DSE). Through a mixture of recollections, observations, and descriptions, along with engagement with scholarship in the fields of both special education and DSE, I highlight ways in which I and other scholars have utilized the latter in our daily professional practices. First, I describe the point in my educational career when I came into contact with Disability Studies (DS). Second, I share the beginnings of how DSE came into existence through the work of a coalition of critical special educators. Third, I provide instances of DSE in action, highlighting a recent in-service presentation and other examples. Fourth, I explain why DSE is needed to protect and develop conceptualizations of disability outside of the traditional special education realm. Fifth, I illustrate the benefits of DSE’s interdisciplinary nature. Finally, I assert that DSE provides a visionary lens for improving educational practices for students with disabilities. In closing, I advocate for DSE’s continued growth in helping change deficit-based understandings of disability that continue to pervade education and society.

252 Better Preparing Animal Science Students for Education Associated Careers

An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.