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Sample records for academic social cultural

  1. Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents' Academic Adjustment

    ERIC Educational Resources Information Center

    Cooper, Shauna M.; Smalls, Ciara

    2010-01-01

    Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions…

  2. Academic, social and cultural factors influencing medical school grade performance.

    PubMed

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866

  3. Adjustment of Undergraduate Latino Students at a Southeastern University: Cultural Components of Academic and Social Integration

    ERIC Educational Resources Information Center

    Gonzalez, Laura McLaughlin; Ting, Siu-Man Raymond

    2008-01-01

    College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey…

  4. On the Borders: Adjusting to Academic, Social and Cultural Practices at an Australian University

    ERIC Educational Resources Information Center

    Buchanan, John; Ljungdahl, Lesley; Maher, Damian

    2015-01-01

    Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital,…

  5. Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

    ERIC Educational Resources Information Center

    Gilliland, Elizabeth A.

    2012-01-01

    This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

  6. Academic Culture.

    ERIC Educational Resources Information Center

    Clark, Burton R.

    With fragmentation the dominant trend in academic settings around the world, the larger wholes of profession, enterprise, and system are less held together by integrative ideology. Strong ideological bonding is characteristic of the parts, primarily the disciplines. The larger aggregations are made whole mainly by formal superstructure, many…

  7. Academic Culture and Campus Culture of Universities

    ERIC Educational Resources Information Center

    Shen, Xi; Tian, Xianghong

    2012-01-01

    Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments. Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity. The academic culture enhances the construction of campus culture. The campus culture…

  8. The Influence of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education

    ERIC Educational Resources Information Center

    Belasco, Elizabeth Mathison

    2010-01-01

    Bayesian statistical inference within structural equation modeling was used to examine the influence of hypothetical constructs on the successful persistence of college freshmen to degree completion. The affects of three latent variables: (a) academic capital; (b) cultural capital; and, (c) social capital were compared between White/Caucasian…

  9. The Culture of Corporate Social Responsibility (CSR) in the Academic Framework: Some Literary Implications

    ERIC Educational Resources Information Center

    Mehta, Sandhya Rao

    2011-01-01

    Corporate Social Responsibility (CSR) is swiftly emerging as an integral part of corporate culture and discourse. Associated with notions of responsibility, accountability and community involvement, it remains privileged with concerns that increasingly define the new millennium. Less developed, however, is the relevance of CSR ideas to academic…

  10. Investigating Stratification within Higher Education through Examining the Status of Students in Different Academic Majors in Terms of Cultural, Social and Economic Capital

    ERIC Educational Resources Information Center

    Hassani, Mohammad; Ghasemi, Seyyed Jamal Mir

    2016-01-01

    This study was carried out in order to explore the status of stratification within higher education through measuring cultural, economic and social capital of students in major academic disciplines across universities in Urmia, Northwestern Iran. The findings indicate that there are stratification structures in the presence of students in…

  11. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  12. Culture, Communication, and Competence: A Commentary on Variables Affecting Social and Academic Behavior

    ERIC Educational Resources Information Center

    Horner, Rob

    2011-01-01

    The editors of this special issue have recruited six papers focused on the ways that language and communication interact with culture to influence student behavior. Two themes that emerge from these papers are the fundamental role of communication in learning and living, and the impact of culture on the functions of communication. The present…

  13. Social Capital, Cultural Values, Immigration, and Academic Achievement: The Host Country Context and Contradictory Consequences

    ERIC Educational Resources Information Center

    Bankston, Carl L., III

    2004-01-01

    Social-capital explanations of school outcomes, particularly of the school outcomes of immigrant children and children of immigrants, have come into wide use in recent years. These explanations attempt to account for individual or group variations in school performance by viewing the family and community relations that surround children as forms…

  14. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  15. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  16. Culture and Social Support

    ERIC Educational Resources Information Center

    Kim, Heejung S.; Sherman, David K.; Taylor, Shelley E.

    2008-01-01

    Social support is one of the most effective means by which people can cope with stressful events. Yet little research has examined whether there are cultural differences in how people utilize their social support networks. A review of studies on culture and social support presents evidence that Asians and Asian Americans are more reluctant to…

  17. An Analysis on Social and Cultural Background of the Resistance for China's Education Reform and Academic Pressure

    ERIC Educational Resources Information Center

    Li, Wei; Li, Yuxin

    2010-01-01

    Since the "Quality education" was proposed in China in 1997, the Chinese education reform has had some success; however, the resistance of it is also quite obvious. The academic pressure of the students in China is not reduced but increased instead. The paper analyses the resistance of China's education reform and the source of Chinese…

  18. Developing Socially Responsible Leaders in Academic Settings

    ERIC Educational Resources Information Center

    Cauthen, T. W., III

    2016-01-01

    This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.

  19. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education

    ERIC Educational Resources Information Center

    Ota, Akiko

    2013-01-01

    The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add…

  20. Cultural Influences on Ratings of Self-Perceived Social, Emotional, and Academic Adjustment for Korean American Adolescents

    ERIC Educational Resources Information Center

    Cho, Su-Je; Hudley, Cynthia; Back, Hye Joo

    2003-01-01

    This study investigated the appropriateness of the Self-Report of Personality (SRP) of the Behavior Assessment System for Children (BASC) with a sample of Korean American adolescents. The study further explored the extent to which Korean American adolescents experience social and emotional difficulties and how these difficulties might be related…

  1. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  2. Cultural Differences And Similarities In Seeking Social Support As A Response To Academic Failure: A Comparison Of American And Chinese College Students

    ERIC Educational Resources Information Center

    Mortenson, Steven

    2006-01-01

    Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to…

  3. A Clash of Academic Cultures

    ERIC Educational Resources Information Center

    Barbier, Mary Kathryn

    2004-01-01

    Certain conventions governing administrative, faculty, and student conduct have come through tradition and common sense to be accepted generally in academe. Obviously, they do things differently at different institutions. But when Professor Barbier carefully details the standards of pedagogy, privacy, and ethics she encountered at a Canadian…

  4. The Two Cultures of Undergraduate Academic Engagement

    ERIC Educational Resources Information Center

    Brint, Steven; Cantwell, Allison M.; Hanneman, Robert A.

    2008-01-01

    Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation, and interest in ideas. The culture of engagement in the natural sciences and engineering focuses…

  5. Classroom Culture Promotes Academic Resiliency

    ERIC Educational Resources Information Center

    DiTullio, Gina

    2014-01-01

    Resiliency is what propels many students to continue moving forward under difficult learning and life conditions. We intuitively think that such resilience is a character quality that cannot be taught. On the contrary, when a teacher sets the right conditions and culture for it in the classroom by teaching collaboration and communication skills,…

  6. Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

    2015-01-01

    Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

  7. Sociality influences cultural complexity

    PubMed Central

    Muthukrishna, Michael; Shulman, Ben W.; Vasilescu, Vlad; Henrich, Joseph

    2014-01-01

    Archaeological and ethnohistorical evidence suggests a link between a population's size and structure, and the diversity or sophistication of its toolkits or technologies. Addressing these patterns, several evolutionary models predict that both the size and social interconnectedness of populations can contribute to the complexity of its cultural repertoire. Some models also predict that a sudden loss of sociality or of population will result in subsequent losses of useful skills/technologies. Here, we test these predictions with two experiments that permit learners to access either one or five models (teachers). Experiment 1 demonstrates that naive participants who could observe five models, integrate this information and generate increasingly effective skills (using an image editing tool) over 10 laboratory generations, whereas those with access to only one model show no improvement. Experiment 2, which began with a generation of trained experts, shows how learners with access to only one model lose skills (in knot-tying) more rapidly than those with access to five models. In the final generation of both experiments, all participants with access to five models demonstrate superior skills to those with access to only one model. These results support theoretical predictions linking sociality to cumulative cultural evolution. PMID:24225461

  8. Parenting Styles and Academic Achievement: A Cross-Cultural Study.

    ERIC Educational Resources Information Center

    Leung, Kwok; Lau, Sing; Lam, Wai-Lim

    1998-01-01

    Investigated relationships between parenting style and adolescents' academic achievement in Hong Kong, United States, and Australia. Found cultural differences in general and academic authoritarianism and general authoritativeness. Academic achievement was negatively related to academic authoritarianism and was positively related to general…

  9. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  10. Social Networking Tools for Academic Libraries

    ERIC Educational Resources Information Center

    Chu, Samuel Kai-Wah; Du, Helen S.

    2013-01-01

    This is an exploratory study investigating the use of social networking tools in academic libraries, examining the extent of their use, library staff's perceptions of their usefulness and challenges, and factors influencing decisions to use or not to use such tools. Invitations to participate in a web-based survey were sent to 140 university…

  11. Popular Culture: A New Frontier for Academic Libraries.

    ERIC Educational Resources Information Center

    Wiegand, Wayne A.

    1979-01-01

    Argues that the study and preservation of popular culture would lead to better understanding of the American people but that these cultural patterns have been largely ignored by the academic community. Four steps are outlined to facilitate the collection of popular culture materials by academic libraries. (CWM)

  12. "Academic" CME and the social contract.

    PubMed

    Davis, D; Parboosingh, J

    1993-05-01

    The term academic continuing medical education (CME) is defined and explored from the perspective of forces that have made its usage necessary. These forces include the new understandings of the place, impact, and scope of CME, and, in particular, the increasing entrepreneurial interests in the field, unrelated to the improvement of physicians' competence or performance, or to health care outcomes. In addition to principles of CME provision promulgated by the Accreditation Council of CME, and those of ethical CME providers, academic CME implies the critical appraisal of the providers' activities, the creation of new knowledge about how physicians learn and change, and the dissemination of information based on such knowledge. Finally, the nature of academic CME providers is discussed, and the potential role of CME in fostering the social contract between the medical professional and society is explored. PMID:8484835

  13. Work and Technology in Higher Education: The Social Construction of Academic Computing. Technology and Education Series.

    ERIC Educational Resources Information Center

    Shields, Mark A., Ed.

    This volume contributes to the understanding of higher education's catalytic role in shaping the microcomputer revolution. Academic computing is viewed here as a social and cultural phenomenon. An in-depth collection of mainly ethnographic studies of the academic computing revolution--its consequences, meanings, and significance--is presented. The…

  14. Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States.

    ERIC Educational Resources Information Center

    Bender, Thomas

    Eight essays discuss the relation of urban patterns of intellectual life and academic forms of higher learning. Themes that run through the essays include: the increasing incorporation of academic culture into the center of American life, socially and intellectually, is accompanied and causally related to a progressive impoverishment of the public…

  15. Cultural transmission of social essentialism

    PubMed Central

    Rhodes, Marjorie; Leslie, Sarah-Jane; Tworek, Christina M.

    2012-01-01

    Social essentialism entails the belief that certain social categories (e.g., gender, race) mark fundamentally distinct kinds of people. Essentialist beliefs have pernicious consequences, supporting social stereotyping and contributing to prejudice. How does social essentialism develop? In the studies reported here, we tested the hypothesis that generic language facilitates the cultural transmission of social essentialism. Two studies found that hearing generic language about a novel social category diverse for race, ethnicity, age, and sex led 4-y-olds and adults to develop essentialist beliefs about that social category. A third study documented that experimentally inducing parents to hold essentialist beliefs about a novel social category led them to produce more generic language when discussing the category with their children. Thus, generic language facilitates the transmission of essentialist beliefs about social categories from parents to children. PMID:22869722

  16. Utilizing a Culture of Trust to Promote Academic Integrity

    ERIC Educational Resources Information Center

    Hulsart, Robyn; McCarthy, Victoria

    2011-01-01

    A simple Internet search of "academic dishonesty" reveals a continuing conversation among individuals within the academic community who are asking what academic dishonesty is, who is cheating, why students are cheating, and how we stop them from cheating. This article addresses these questions and provides a model for creating a culture of trust…

  17. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  18. Academic Social Climate--A Key Aspect in Architectural Studies

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Casakin, Hernan

    2015-01-01

    The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social…

  19. New International Academics' Narratives of Cross-Cultural Transition

    ERIC Educational Resources Information Center

    Thomas, Sharon L.; Malau-Aduli, Bunmi S.

    2013-01-01

    Increasing numbers of academics world-wide are migrating as higher education institutions internationalise. Yet academics' experiences of cross-cultural transition remain underexplored, especially in comparison with students. This small-scale narrative study, employing focus group interviews, aimed to explore the cross-cultural transition…

  20. Cultural Identification and Academic Achievement among African American Males

    ERIC Educational Resources Information Center

    Irving, Miles Anthony; Hudley, Cynthia

    2008-01-01

    This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…

  1. The Impact of Children's Social Adjustment on Academic Outcomes

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Lloyd, Stacey W.

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. Researchers collected school records and peer-, teacher-, and self-report measures for 1,255 third-grade children in the fall and spring of the school year. Measures of social adjustment included social acceptance…

  2. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  3. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  4. The Dynamics of Organizational Culture and Academic Planning

    ERIC Educational Resources Information Center

    Willson, Richard

    2006-01-01

    Planning approaches are in a dynamic relationship with organizational culture. This article uses a case study of academic planning at California State Polytechnic University, Pomona to draw a correspondence between types of organizational culture and planning approaches. The case study shows the differing conceptions of organizational culture held…

  5. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

  6. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

    Oades-Sese, Geraldine V; Esquivel, Giselle B; Kaliski, Pamela K; Maniatis, Lisette

    2011-05-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  7. Academic Culture and Citizenship in Transitional Societies: Case Studies from China and Hungary

    ERIC Educational Resources Information Center

    Szelényi, Katalin; Rhoads, Robert A.

    2013-01-01

    Through organizational case studies conducted at Guangdong University of Foreign Studies in China and Central European University in Hungary, this paper examines academic culture and citizenship in societies transitioning from communist to market-driven social and economic structures. The article presents a new model of citizenship, representing…

  8. Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments

    ERIC Educational Resources Information Center

    Dow-Royer, Cathy A.

    2010-01-01

    Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of cultural frameworks for understanding how disciplines and institutions influence faculty work and how socialization processes impact academic career development. Despite the fact…

  9. Language, Academic, Socio-Cultural and Financial Adjustments of Mainland Chinese Students Studying in Hong Kong

    ERIC Educational Resources Information Center

    Cheung, Alan C. K.

    2013-01-01

    Purpose: The purpose of this paper is to examine language, academic, social-cultural and financial adjustments facing mainland Chinese students in Hong Kong. Design/methodology/approach: The current study employed both quantitative and qualitative methods and included over 300 mainland Chinese students from seven major universities in Hong Kong.…

  10. The Early Entrance Option: Academic and Social/Emotional Outcomes.

    ERIC Educational Resources Information Center

    Braymen, Rebecca K. F.; Piersel, Wayne C.

    1987-01-01

    Examines how early kindergarten entrants fare academically and socially/emotionally in their schooling. Screening procedures are used to identify children with exceptional ability and to eliminate from early entrance children likely to have adjustment difficulties. The screening battery includes measurements of academic readiness, social/emotional…

  11. The Influence of Academic Tracking on Adolescent Social Networks

    ERIC Educational Resources Information Center

    Fisher, Kim W.; Shogren, Karrie A.

    2016-01-01

    This study examined adolescents' social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as…

  12. Effects of Social Capital on Academic Success: A Narrative Synthesis

    ERIC Educational Resources Information Center

    Acar, Erkan

    2011-01-01

    Many researchers link social capital theory to education and commonly use examples from the field of education to examine social capital theory. Accordingly, they accept that reflections and contributions of social capital can be observed in the field of education. This paper examines social capital's effects on academic success in education. In…

  13. Participation in Social Media as Academic Service (Invited)

    NASA Astrophysics Data System (ADS)

    Wright, D. J.

    2013-12-01

    We are all familiar with the three-legged stool of standard academic practice -- research, teaching, and service -- especially as it pertains to promotion and tenure. For example, many studies are emerging on the various ways that social media can be effectively used in teaching at all levels. Researchers are using analytical tools to turn social media feeds into useful indicators of human pattern and process. Darling et al. (2013) investigate the usefulness of Twitter for the development and distribution of scientific knowledge, including within the life cycle of scientific publication. However, the author focuses here on the use of social media as related to the traditional forms of academic "service:" i.e., participation on a committee or a board, in strategic planning or development of programs, in coordination of a seminar series or workshop, in professional reviews of books, papers, proposals, delivery of a public lectures to a civic group, giving an interview to a journalist on one's research or practice, even providing testimony to a group of policymakers. The author shares personal and institutional/organizational perspectives on how appropriate social media interaction in this context, can be viewed as a necessary (even daily) part of professional practice, and thus yet another moniker of good scientific behavior (especially as a model for students and early-career faculty), and of the "gift culture" of scholarship. For example, the "live tweeting" of ideas and summary points from paper sessions at scholarly meetings is gaining popularity, especially to inform those who could not attend. Other modes of contribution to intellectual communities range from advertising calls for special issues, proposals, participation in specialists meetings, to showcasing the real-time effects of natural disasters via social media feeds embedded in maps. Indeed, there is much discussion of "innovation" in research and in teaching, but can the speed and structure of social

  14. Cultures of Culture: Academics, Practitioners and the Pragmatics of Normative Control.

    ERIC Educational Resources Information Center

    Barley, Stephen R.; And Others

    1988-01-01

    Presents a method for assessing whether members of two subcultures (academics and practitioners) have influenced each other's interpretation. Examines texts of 192 organizational culture articles written between 1975 and 1984 for evidence of acculturation. While each group initially conceptualized organizational culture differently, academics over…

  15. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  16. Organizational Culture and Academic Achievement in Secondary Schools

    ERIC Educational Resources Information Center

    van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H.; Coetsee, L. D.

    2005-01-01

    A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were…

  17. Culture-based perceptions of academic achievement among low-income elementary students.

    PubMed

    Boykin, A Wade; Albury, Aretha; Tyler, Kenneth M; Hurley, Eric A; Bailey, Caryn T; Miller, Oronde A

    2005-11-01

    This study examined the influence of culture on students' perceptions of academic success. Students read scenarios depicting hypothetical classmates achieving success through the cultural themes of individualism, competition, communalism, or verve. Students reported their social endorsement for the hypothetical classmates. A 2x4 repeated measures analysis, examining the effects of cultural group and cultural theme on students' endorsement, revealed an interaction between the two variables. African American students were significantly more accepting of communal and vervistic high-achieving peers than European American students. European American students endorsed individualistic and competitive high achievers significantly more than African American students. These and other findings suggest that the value students attach to academic success should not be understood in the absence of cultural considerations. PMID:16478353

  18. Mexican American Adolescents’ Cultural Orientation, Externalizing Behavior and Academic Engagement: The Role of Traditional Cultural Values

    PubMed Central

    Gonzales, Nancy A.; Germán, Miguelina; Kim, Su Yeong; George, Preethy; Fabrett, Fairlee C.; Millsap, Roger; Dumka, Larry E.

    2009-01-01

    This study of 598 7th grade students of Mexican origin examined the role of traditional cultural values as a mediator of the effects of immigrant status, Mexican cultural orientation and Anglo cultural orientation on adolescent externalizing behavior and academic engagement. Immigrant status of adolescents and their maternal caregivers uniquely predicted increased Mexican cultural orientation and decreased Anglo cultural orientation, and both Mexican and Anglo cultural orientation related positively to adolescents” endorsement of traditional cultural values. Endorsement of traditional cultural values related, in turn, to decreased externalizing behaviors and increased academic engagement and these findings were replicated across adolescent and teacher report of these two outcomes. Tests of mediation provided further evidence to support these pathways. Findings support the central importance of traditional cultural values as a protective resource that explains why immigrant youth exhibit fewer externalizing problems and increased academic engagement when compared to their second and third generation peers. PMID:18085435

  19. Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital

    ERIC Educational Resources Information Center

    Eng, Sothy

    2013-01-01

    This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because…

  20. Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

    ERIC Educational Resources Information Center

    McKinley, Jim

    2015-01-01

    This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…

  1. Social Factors That Predict Fear of Academic Success

    ERIC Educational Resources Information Center

    Gore, Jonathan S.; Thomas, Jessica; Jones, Stevy; Mahoney, Lauren; Dukes, Kristina; Treadway, Jodi

    2016-01-01

    Fear of academic success is ultimately a fear of social exclusion. Therefore, various forms of social inclusion may alleviate this fear. Three studies tested the hypothesis that social inclusion variables negatively predict fear of success. In Study 1, middle and high school students (n = 129) completed surveys of parental involvement, parental…

  2. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  3. Students as Spectators: Their Academic and Social Integration

    ERIC Educational Resources Information Center

    Clopton, Aaron

    2009-01-01

    There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

  4. Children's Effortful Control and Academic Achievement: Mediation through Social Functioning

    ERIC Educational Resources Information Center

    Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne

    2011-01-01

    Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…

  5. Social Bookmarking in Academic Libraries: Trends and Applications

    ERIC Educational Resources Information Center

    Redden, Carla S.

    2010-01-01

    This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

  6. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

    Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

  7. Academic Freedom: National Council for the Social Studies Policy Statements.

    ERIC Educational Resources Information Center

    National Council for the Social Studies, Washington, DC.

    This booklet presents three NCSS policy statements: 1) Academic Freedom and the Social Studies Teacher, 2) Academic Freedom: A Policy Statement, and 3) The NCSS Legal Defense Fund. The first statement includes guidelines for the study of controversial issues in the classroom and an outline of teachers' rights and responsibilities. It emphasizes…

  8. Linking Academic Social Environments, Ego-Identity Formation, Ego Virtues, and Academic Success

    ERIC Educational Resources Information Center

    Good, Marie; Adams, Gerald R.

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that…

  9. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  10. Academic Libraries: "Social" or "Communal?" The Nature and Future of Academic Libraries

    ERIC Educational Resources Information Center

    Gayton, Jeffrey T.

    2008-01-01

    The apparent death of academic libraries, as measured by declining circulation of print materials, reduced use of reference services, and falling gate counts, has led to calls for a more "social" approach to academic libraries: installing cafes, expanding group study spaces, and developing "information commons." This study compares these social…

  11. Enhancing Peer Cultures of Academic Effort and Achievement in Early Adolescence: Promotive Effects of the Seals Intervention

    ERIC Educational Resources Information Center

    Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Gravelle, Maggie

    2014-01-01

    Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success…

  12. Problem-Solving Coping and Social Support as Mediators of Academic Stress and Suicidal Ideation Among Malaysian and Indian Adolescents.

    PubMed

    Khan, Aqeel; Hamdan, Abdul Rahim; Ahmad, Roslee; Mustaffa, Mohamed Sharif; Mahalle, Salwa

    2016-02-01

    This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries' participants. PMID:26499062

  13. Cross-Cultural Predictors of Mathematical Talent and Academic Productivity

    ERIC Educational Resources Information Center

    Nokelainen, Petri; Tirri, Kirsi; Campbell, James Reed

    2004-01-01

    The main goal of this paper is to investigate cross-cultural factors that predict academic ability among mathematically gifted Olympians in Finland and the United States. The following two research problems are formulated: (1) What factors contribute to or impede the development of the Olympians' mathematic talent? and (2) Do the Olympians fulfill…

  14. The Academic Library and the Culture for Learning

    ERIC Educational Resources Information Center

    Hufford, Jon R.

    2016-01-01

    Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

  15. Becoming Dean: Selection and Socialization Processes of an Academic Leader

    ERIC Educational Resources Information Center

    Enomoto, Ernestine; Matsuoka, Jon

    2007-01-01

    In this qualitative case study, we offer an insider's perspective on the selection and socialization processes of an academic leader. The primary method of data collection was through a series of interviews with the candidate over a five-year period. Analysis drew from an organizational socialization model devised by Saks and Ashforth, which…

  16. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    ERIC Educational Resources Information Center

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  17. Academic English Socialization through Individual Networks of Practice

    ERIC Educational Resources Information Center

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  18. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  19. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  20. Cultural Aspects in Social Anxiety and Social Anxiety Disorder

    PubMed Central

    Hofmann, Stefan G.; Asnaani, Anu; Hinton, Devon E.

    2010-01-01

    To examine cultural aspects in social anxiety and social anxiety disorder (SAD), we reviewed the literature on the prevalence rates, expressions, and treatments of social anxiety/SAD as they relate to culture, race, and ethnicity. We further reviewed factors that contribute to the differences in social anxiety/SAD between different cultures, including individualism/collectivism, perception of social norms, self-construal, gender roles, and gender role identification. Our review suggests that the prevalence and expression of social anxiety/SAD depends on the particular culture. Asian cultures typically show the lowest rates, whereas Russian and US samples show the highest rates, of SAD. Taijin kyofusho is discussed as a possible culture-specific expression of social anxiety, although the empirical evidence concerning the validity of this syndrome has been mixed. It is concluded that the individual's social concerns need to be examined in the context of the person's cultural, racial, and ethnic background in order to adequately assess the degree and expression of social anxiety and social anxiety disorder. This has direct relevance for the upcoming DSM-V. PMID:21132847

  1. Publications in academic medical centers: technology-facilitated culture clash.

    PubMed

    Berner, Eta S

    2014-05-01

    Academic culture has a set of norms, expectations, and values that are sometimes tacit and sometimes very explicit. In medical school and other health professions educational settings, probably the most common norm includes placing a high value on peer-reviewed research publications, which are seen as the major evidence of scholarly productivity. Other features of academic culture include encouraging junior faculty and graduate students to share their research results at professional conferences and lecturing with slides as a major way to convey information. Major values that faculty share with journal editors include responsible conduct of research and proper attribution of others' words and ideas. Medical school faculty also value technology and are often quick to embrace technological advances that can assist them in their teaching and research. This article addresses the effects of technology on three aspects of academic culture: education, presentations at professional meetings, and research publications.The technologies discussed include online instruction, dissemination of conference proceedings on the Internet, plagiarism-detection software, and new technologies deployed by the National Center for Biotechnology Information, the home of PubMed. The author describes how the ease of deploying new technologies without faculty changing their norms and behavior in the areas of teaching and research can lead to conflicts of values among key stakeholders in the academic medical community, including faculty, journal editors, and professional associations. The implications of these conflicts and strategies for managing them are discussed. PMID:24667517

  2. Academic Social Cohesion within Higher Education

    ERIC Educational Resources Information Center

    Heuser, Brian L.

    2007-01-01

    This article explores the theoretical foundations of "social cohesion" as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion--social capital, human capital and ethical behavioral norms that serve a common good--and (b) to establish a flexible framework for understanding the…

  3. The Influence of Social Networking Sites on High School Students' Social and Academic Development

    ERIC Educational Resources Information Center

    Ahn, June

    2010-01-01

    This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…

  4. Forum on the future of academic medicine: Session II--Finances and culture.

    PubMed

    Iglehart, J

    1997-09-01

    The second meeting of the Forum on the Future of Academic Medicine in March 1997 was devoted to two issues. In a changing and increasingly competitive health care marketplace, (1) how do academic medical centers (i.e., medical schools and their associated teaching hospitals) fund their complex activities and manage their resources; and (2) what issues arise regarding the multiple missions, values, and cultures of academic medical centers (AMCs)? Regarding the first issue, one speaker made clear that medical schools must more closely link their financial statements with their strategic plans, and must find ways to more accurately gauge their financial health. Discussion of various aspects of this task included the need for schools to formulate business strategies; there was general agreement that academic medicine needs to have a better grasp of its enterprise and how much its components cost. Regarding the culture of academic medicine, participants debated the degree to which it must be adapted to recognize the new market-driven environment. More than one speaker stated that culture is a major obstacle to change. The lively discussions and presentations, detailed in this article, make clear that no one has much certainty about how AMCs-particularly medical schools-should be adapted to operate in a more commercial marketplace and what future role government should assume in this transformation. More than one statement was made that the AMC culture would be hard to change, and one speaker disagreed that AMCs' salvation would be found in adopting the principles of private business. The group's reporter closes this article by reflecting on several issues raised in the meeting, and stating that academic medicine is moving into a period when demands for rewriting its social contract will increase. PMID:9311315

  5. Cultural aspects in social anxiety and social anxiety disorder.

    PubMed

    Hofmann, Stefan G; Anu Asnaani, M A; Hinton, Devon E

    2010-12-01

    To examine cultural aspects in social anxiety and social anxiety disorder (SAD), we reviewed the literature on the prevalence rates, expressions, and treatments of social anxiety/SAD as they relate to culture, race, and ethnicity. We further reviewed factors that contribute to the differences in social anxiety/SAD between different cultures, including individualism/collectivism, perception of social norms, self-construal, gender roles, and gender role identification. Our review suggests that the prevalence and expression of social anxiety/SAD depends on the particular culture. Asian cultures typically show the lowest rates, whereas Russian and US samples show the highest rates, of SAD. Taijin kyofusho is discussed as a possible culture-specific expression of social anxiety, although the empirical evidence concerning the validity of this syndrome has been mixed. It is concluded that the individual's social concerns need to be examined in the context of the person's cultural, racial, and ethnic background in order to adequately assess the degree and expression of social anxiety and SAD. This has direct relevance for the upcoming DSM-V. PMID:21132847

  6. Culture and Technologies for Social Interaction

    NASA Astrophysics Data System (ADS)

    Liao, Qinying; Fussell, Susan R.; Agarwal, Sheetal K.; Kumar, Arun; Nanavati, Amit A.; Rajput, Nitendra; Pan, Yingxin

    While social activities and user requirements clearly vary across cultures, we are far from having a systematic understanding of culture’s role in the design, development and use of social technologies. This workshop will bring together a mix of HCI researchers and practitioners, social scientists and psychologists who are interested in areas of social technologies and culture, in order to (a) examine the design and use of technologies for social interaction in different cultures to date; (b) explore various viewpoints on the key issues for future research; (c) outline various approaches and identify some basic guidelines for understanding cultural impacts in building social technologies as well as user interfaces and (d) foster new collaborations in the community.

  7. Collisions of Culture: Academic Culture in the Neoliberal University

    ERIC Educational Resources Information Center

    LeCompte, Margaret D.

    2014-01-01

    This article describes how different constituencies in a major research university tried to initiate change despite disagreements over common goals, norms and principles. The context was a culture war. The university administration wanted to impose a corporatising and privatising philosophy which it felt was crucial to preserving the…

  8. Socialization for Survival in the Academic World

    ERIC Educational Resources Information Center

    Conway, Mary E.; Glass, Laurie K.

    1978-01-01

    The authors discuss coping behaviors for nursing school teachers new to university faculties, stating that success is an unintended result of role socialization. Organizational constraints, goal conflicts, dealing with reality, the overload discovery syndrome, and improvement suggestions are included. (MF)

  9. Cultural socialization as a moderator of friendships and social competence.

    PubMed

    Tran, Alisia G T T; Lee, Richard M

    2011-10-01

    This study examined the direct and moderating role of cultural socialization in relation to same-race and cross-race friendships and social competence among Asian American late-adolescents (N = 146). We hypothesized that same-race and cross-race friendships would be uniquely associated with social competence, but that these associations would be moderated by cultural socialization practices targeting enculturation and preparation for bias. Using Pearson correlations, cross-race friendships were significantly correlated with social competence, whereas same-race friendships had a marginally significant relation. In moderator analyses, only preparation for bias was a significant moderator of cross-race friendships in relation to social competence. Specifically, for late-adolescents who reported a high level of preparation for bias, there was a positive relation between cross-race friendships and social competence. There were no significant interactions between same-race friendships and any dimension of cultural socialization in relation to social competence. The findings support the relevance of cultural socialization in Asian American late-adolescent social development. PMID:21767003

  10. The social costs of academic success across ethnic groups.

    PubMed

    Fuller-Rowell, Thomas E; Doan, Stacey N

    2010-01-01

    This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. PMID:21077858

  11. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including…

  12. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  13. Social Cognitive and Cultural Orientation Predictors of Well-Being in Asian American College Students

    ERIC Educational Resources Information Center

    Hui, Kayi; Lent, Robert W.; Miller, Matthew J.

    2013-01-01

    This study examined the predictive utility of Lent and Brown's social cognitive model of educational and work well-being with a sample of Asian American college students, indexing well-being in terms of academic and social domain satisfaction. In addition, we examined the role of acculturation and enculturation as culture-specific predictors…

  14. How Religious, Social, and Cultural Capital Factors Influence Educational Aspirations of African American Adolescents

    ERIC Educational Resources Information Center

    Al-Fadhli, Hussain M.; Kersen, Thomas Michael

    2010-01-01

    Data from 2008 Monitoring the Future were used to test how well religious, family, and cultural social capital influenced 8th and 10th grade student aspirations, future plans, and prior academic experience. This study focused only on a sample of 4,273 African American students. Results indicated a strong association between family social capital…

  15. Using culturally sensitive theories and research to meet the academic needs of low-income African American children.

    PubMed

    Tucker, Carolyn M; Herman, Keith C

    2002-10-01

    The economic and social barriers to the academic and social success of many African American children remain in place as the new millennium begins. These realities provide impetus for developing community-based partnership education programs designed to self-empower African American children for academic and social success under any socioeconomic conditions that exist in their lives. Progress toward effective program development, however, has been hindered by a dearth of culturally sensitive theories and research. The Research-Based Model Partnership Education Program (Model Program) is an effective, community-based, university-school-community partnership education program for self-empowering African American children for success. The formative and summative research of the Model Program is described in hopes of advancing theory and research for meeting the academic and social needs of low-income African American children. PMID:12369499

  16. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  17. Social, Mental, Academic and Physical Development in Groups Doing Sports

    ERIC Educational Resources Information Center

    Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur

    2012-01-01

    The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…

  18. Academic Discourse Socialization through Small-Group Discussions

    ERIC Educational Resources Information Center

    Ho, Mei-ching

    2011-01-01

    This study examines the nature of small-group discussion and explores how it fosters oral academic discourse socialization in a TESOL postgraduate course. The participants included four native-English speaking and six non-native English Speaking postgraduate students at a state university in the U.S. The findings revealed that small-group…

  19. Transfer Student Engagement: Blurring of Social and Academic Engagement

    ERIC Educational Resources Information Center

    Lester, Jaime; Leonard, Jeannie Brown; Mathias, David

    2013-01-01

    Transfer students are a distinct population. Their characteristics lead to a qualitatively different student experience. Drawing on interviews with a cross-sectional sample of transfer students at George Mason University (GMU), this study focused on the ways transfer students perceived their social and academic engagement, on the ways they engaged…

  20. Conceptualizing Academic Norms in Middle School: A Social Network Perspective

    ERIC Educational Resources Information Center

    McCormick, Meghan P.; Cappella, Elise

    2015-01-01

    A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…

  1. Variables affecting the academic and social integration of nursing students.

    PubMed

    Zeitlin-Ophir, Iris; Melitz, Osnat; Miller, Rina; Podoshin, Pia; Mesh, Gustavo

    2004-07-01

    This study attempted to analyze the variables that influence the academic integration of nursing students. The theoretical model presented by Leigler was adapted to the existing conditions in a school of nursing in northern Israel. The independent variables included the student's background; amount of support received in the course of studies; extent of outside family and social commitments; satisfaction with the school's facilities and services; and level of social integration. The dependent variable was the student's level of academic integration. The findings substantiated four central hypotheses, with the study model explaining approximately 45% of the variance in the dependent variable. Academic integration is influenced by a number of variables, the most prominent of which is the social integration of the student with colleagues and educational staff. Among the background variables, country of origin was found to be significant to both social and academic integration for two main groups in the sample: Israeli-born students (both Jewish and Arab) and immigrant students. PMID:15303587

  2. Using Precorrection to Manage Inappropriate Academic and Social Behaviors

    ERIC Educational Resources Information Center

    Crosby, Shane; Jolivette, Kristine; Patterson, DaShaunda

    2006-01-01

    This article illustrates a proactive strategy, precorrection, for addressing problem academic and social behaviors with students. Practical classroom scenarios are provided to give teachers a step-by-step guide of how to implement this seven-step preventative strategy. Empirical support for and the benefits of precorrection also are discussed.…

  3. Teaching and Learning: A Model for Academic and Social Cognition

    ERIC Educational Resources Information Center

    Schiering, Marjorie S.; Bogner, Drew; Buli-Holmberg, Jorun

    2011-01-01

    Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In "Learning and Teaching," the authors…

  4. Understanding Academic Performance of International Students: The Role of Ethnicity, Academic and Social Integration

    ERIC Educational Resources Information Center

    Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan; Kommers, Piet

    2012-01-01

    More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts…

  5. Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains

    ERIC Educational Resources Information Center

    Witkow, Melissa R.

    2009-01-01

    The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three-page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized,…

  6. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  7. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  8. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  9. Do Cultural Attitudes Matter? The Role of Cultural Orientation on Academic Self-Concept among Black/African College Students

    ERIC Educational Resources Information Center

    Williams, Wendi S.; Chung, Y. Barry

    2013-01-01

    The authors explored the relationship between academic self-concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic…

  10. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  11. Cultural Socialization and School Readiness of African American and Latino Preschoolers

    PubMed Central

    Caughy, Margaret O’Brien; Owen, Margaret Tresch

    2014-01-01

    Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children’s school readiness. Cultural socialization was assessed when children were 2½ years old, and child outcomes assessed one year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed. PMID:25364832

  12. Social Justice and Cultural Diversity Issues

    ERIC Educational Resources Information Center

    Harley, Debra A.; Alston, Reginald J.; Turner-Whittaker, Tyra

    2008-01-01

    Early definitions of cultural diversity focused primarily on race/ethnicity, with subsequent inclusion of age, gender, sexual orientation, class, religion, geography, and a combination of positionalities. More recently, social justice has resurfaced as a component of cultural diversity to explain experiences of people of color, women, and…

  13. Social, Cultural, and Behavioral Contexts of Mentoring.

    ERIC Educational Resources Information Center

    Ianni, Francis A. J.

    This paper explores and highlights the importance of social, cultural, and behavioral contexts in the effectiveness of mentoring relationships. A first section looks at growing up in American and the varieties of personal and social development that are found. This section argues against viewing adolescents as similar across the boundaries of…

  14. Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

    PubMed

    Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. PMID:23076767

  15. The Presence of Polish Academics on Social Networking Websites for Academics, Using the Example of Employees of Nicolaus Copernicus University

    ERIC Educational Resources Information Center

    Stachowiak, Beata

    2014-01-01

    The purpose of this article is to present the opportunities provided for researchers and academics by social networking websites in the context of their professional work. Moreover, the paper discusses the level of penetration of social websites by Polish academics on the example of Nicolaus Copernicus University (NCU) researchers. The results…

  16. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  17. Cultural and Cognitive Predictors of Academic Motivation among Mexican American Adolescents: Caution against Discounting the Impact of Cultural Processes

    ERIC Educational Resources Information Center

    Piña-Watson, Brandy; López, Belem; Ojeda, Lizette; Rodriguez, Kimberly M.

    2015-01-01

    This study examined the role of cognitive (i.e., grit, hope, and academic skepticism) and cultural variables (i.e., generational status, familismo, ethnic identity, and bicultural stress) on academic motivation among 181 Mexican American adolescents. Results indicated that hope, grit, and familismo positively predicted academic motivation.…

  18. Pulp Poets and Superhero Prophets: A Case for Popular Culture in Academic Library Collection Development

    ERIC Educational Resources Information Center

    Blick, William M.

    2015-01-01

    For decades, popular culture was neglected and frowned upon by academics. In recent years, cultural critics, including librarians, have found popular culture materials to be didactic tools, and vital to the study of society and the zeitgeist that has prevailed at the time of their production. As a result, many academic librarians have found it…

  19. Multiple Contexts, Multiple Methods: A Study of Academic and Cultural Identity among Children of Immigrant Parents

    ERIC Educational Resources Information Center

    Urdan, Tim; Munoz, Chantico

    2012-01-01

    Multiple methods were used to examine the academic motivation and cultural identity of a sample of college undergraduates. The children of immigrant parents (CIPs, n = 52) and the children of non-immigrant parents (non-CIPs, n = 42) completed surveys assessing core cultural identity, valuing of cultural accomplishments, academic self-concept,…

  20. The Relationship between Online Social Networking and Academic and Social Integration

    ERIC Educational Resources Information Center

    Kord, JoLanna; Wolf-Wendel, Lisa

    2009-01-01

    This article examines the relationship between online social networking (OSN) and perceptions of academic and social integration for first-year residential students at a rural regional comprehensive university. Students spent an average of 2.5 hours on OSN websites per day, primarily interacting with campus peers, friends and family. There was…

  1. Culture, social organization, and patterns of violence.

    PubMed

    Cohen, D

    1998-08-01

    Traditional social theorizing holds that strong and cohesive family, community, and religious institutions rein in violence. However, in cultures where certain types of violence are condoned, this should not be true. Specifically, in the U.S. South and West, where culture-of-honor traditions persist, greater social organization should be associated with more violence. This pattern was confirmed in examinations of argument-related homicide rates (Study 1); mass consumption patterns for violence in entertainment, recreation, and vocational pursuits (Study 2); and voting patterns of political elites on gun control and national defense issues (Study 3). Across the 3 studies, social organization was associated with effects in the South and West opposite of what they were in the North. Implications for general theories of cultural evolution, suggesting a cycle in the way societies crystallize and change, are discussed. PMID:9731316

  2. Social jetlag negatively correlates with academic performance in undergraduates.

    PubMed

    Haraszti, Réka Ágnes; Ella, Krisztina; Gyöngyösi, Norbert; Roenneberg, Till; Káldi, Krisztina

    2014-06-01

    Discrepancies between sleep timing on workdays and weekends, also known as social jetlag (SJL), affect the majority of the population and have been found to be associated with increased health risk and health-impairing behaviors. In this study, we explored the relationship between SJL and academic performance in a sample of undergraduates of the Semmelweis University. We assessed SJL and other sleep-related parameters with the Munich ChronoType Questionnaire (MCTQ) (n = 753). Academic performance was measured by the average grade based on weekly test results as well as scores acquired on the final test (n = 247). The average mid-sleep point on free days in the Hungarian sample fits well the regression line plotted for longitudes within the Central European Time Zone and chronotypes, confirming that sunlight has a major impact on chronotype. Multivariate analysis showed negative effect of SJL on the weekly average grade (p = 0.028, n = 247) during the lecture term with its highly regular teaching schedules, while this association disappeared in the exam period (p = 0.871, n = 247) when students had no scheduled obligations (lower SJL). We also analyzed the relationship between the time of the weekly tests and academic performance and found that students with later sleep times on free days achieved worse in the morning (p = 0.017, n = 129), while the inverse tendency was observed for the afternoon test-takers (p = 0.10, n = 118). We did not find significant association between academic performance and sleep duration or sleep debt on work days. Our data suggest that circadian misalignment can have a significant negative effect on academic performance. One possible reason for this misalignment is socially enforced sleep times. PMID:24491157

  3. Gun ownership and social gun culture.

    PubMed

    Kalesan, Bindu; Villarreal, Marcos D; Keyes, Katherine M; Galea, Sandro

    2016-06-01

    We assessed gun ownership rates in 2013 across the USA and the association between exposure to a social gun culture and gun ownership. We used data from a nationally representative sample of 4000 US adults, from 50 states and District of Columbia, aged >18 years to assess gun ownership and social gun culture performed in October 2013. State-level firearm policy information was obtained from the Brady Law Center and Injury Prevention and Control Center. One-third of Americans reported owning a gun, ranging from 5.2% in Delaware to 61.7% in Alaska. Gun ownership was 2.25-times greater among those reporting social gun culture (PR=2.25, 95% CI 2.02 to 2.52) than those who did not. In conclusion, we found strong association between social gun culture and gun ownership. Gun cultures may need to be considered for public health strategies that aim to change gun ownership in the USA. PMID:26124073

  4. SOCIAL, HISTORICAL AND CULTURAL DIMENSIONS OF TUBERCULOSIS.

    PubMed

    Mason, Paul H; Roy, Anupom; Spillane, Jayden; Singh, Puneet

    2016-03-01

    Tuberculosis (TB) researchers and clinicians, by virtue of the social disease they study, are drawn into an engagement with ways of understanding illness that extend beyond the strictly biomedical model. Primers on social science concepts directly relevant to TB, however, are lacking. The particularities of TB disease mean that certain social science concepts are more relevant than others. Concepts such as structural violence can seem complicated and off-putting. Other concepts, such as gender, can seem so familiar that they are left relatively unexplored. An intimate familiarity with the social dimensions of disease is valuable, particularly for infectious diseases, because the social model is an important complement to the biomedical model. This review article offers an important introduction to a selection of concepts directly relevant to TB from health sociology, medical anthropology and social cognitive theory. The article has pedagogical utility and also serves as a useful refresher for those researchers already engaged in this genre of work. The conceptual tools of health sociology, medical anthropology and social cognitive theory offer insightful ways to examine the social, historical and cultural dimensions of public health. By recognizing cultural experience as a central force shaping human interactions with the world, TB researchers and clinicians develop a more nuanced consideration of how health, illness and medical treatment are understood, interpreted and confronted. PMID:25997539

  5. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  6. School Culture, Teacher Regard, and Academic Aspirations among Middle School Students

    ERIC Educational Resources Information Center

    McCollum, Elan C.; Yoder, Nicholas P.

    2011-01-01

    Middle school students perform well academically when their schooling environment meets their developmental needs (Eccles et al., 1993). Both school culture and student-teacher relationships are influential aspects of the school environment that impact academic expectations, school satisfaction, and academic performance. In the current study, we…

  7. Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent-Adolescent Communication.

    PubMed

    Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K

    2016-06-01

    A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions. PMID:26369349

  8. Antiracism, Culture and Social Justice in Education.

    ERIC Educational Resources Information Center

    Griffiths, Morwenna, Ed.; Troyna, Barry, Ed.

    Fresh ideas, new voices, and new research data are presented in this collection exploring antiracism, culture, and social justice in Britain. This emerging material is intended to cause readers to reassess their own theoretical understanding, their politics, and their practices. The following chapters are included: (1) "A Question of Silence?…

  9. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  10. The Role of Culture, Competitiveness and Economic Performance in Explaining Academic Performance: A Global Market Analysis for International Student Segmentation

    ERIC Educational Resources Information Center

    Baumann, Chris; Hamin

    2011-01-01

    A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness…

  11. Social Axioms and Achievement across Cultures: The Influence of Reward for Application and Fate Control

    ERIC Educational Resources Information Center

    Zhou, Fan; Leung, Kwok; Bond, Michael Harris

    2009-01-01

    The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for…

  12. On the Social and Cultural Milieu of an Urban Black School: An Ethnographic Case Study.

    ERIC Educational Resources Information Center

    Rist, Ray C.

    To understand the phenomena of academic success or failure among black children in urban ghetto schools, one must look beyond the boundaries of the individual classrooms and examine the social and cultural milieu of the school itself. Both the milieu of the classroom and the milieu of the school appear to sustain one another in a pattern of…

  13. Perceived Norms and Social Values to Capture School Culture in Elementary and Middle School

    ERIC Educational Resources Information Center

    Galvan, Adriana; Spatzier, Agnieszka; Juvonen, Jaana

    2011-01-01

    The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social…

  14. The Spiritual, Moral, Social and Cultural Development of Pupils in Catholic Schools in England

    ERIC Educational Resources Information Center

    Morris, Andrew B.; Clark, Alison; Potter, Helen

    2012-01-01

    Schools in England have a statutory duty to contribute to the spiritual, moral, social and cultural (SMSC) development of children. This paper reviews its historical background before considering the judgements of Office for Standards in Education (Ofsted) inspections undertaken in the three academic years 2008-2011 of this aspect of the…

  15. Exploring the Heterogeneity of Class in Higher Education: Social and Cultural Differentiation in Danish University Programmes

    ERIC Educational Resources Information Center

    Thomsen, Jens Peter

    2012-01-01

    This paper examines the relationship between social background, choice of university programme and academic culture among Danish university students. Statistically and sociologically, university students are often treated as a homogeneous group, but the ever-increasing number of students in higher education demands a closer examination of the…

  16. The Effect of Academic Culture on the Implementation of the EFQM Excellence Model in UK Universities

    ERIC Educational Resources Information Center

    Davies, John; Douglas, Alex; Douglas, Jacqueline

    2007-01-01

    Purpose: The paper seeks to explore the effect of academic culture on the implementation of the European Foundation for Quality Management's (EFQM) Excellence Model in UK universities. Design/methodology/approach: A literature review reveals several aspects, which collectively define the academic culture in UK universities. These aspects were…

  17. Academic Stress in an Achievement Driven Era: Time and School Culture

    ERIC Educational Resources Information Center

    Mrowka, Karyn Anne Kowalski

    2014-01-01

    Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…

  18. Individual behavior, culture, and social change

    PubMed Central

    Glenn, Sigrid S.

    2004-01-01

    The principle of operant selection is examined as a prototype of cultural selection, and the role of the social environment is suggested as the critical element in the emergence of cultural phenomena. Operant contingencies are compared to cultural selection contingencies, designated as metacontingencies. Both of these types of contingency relations result in evolving lineages of recurrences that can become increasingly complex in the number and organization of their elements. In addition to its role in the recurring interlocking behavioral contingencies that constitute cultural organization, operant behavior plays another role in cultures. Although the operants of individuals are functionally independent of one another, the behavior of each person may contribute to a cumulative effect that is relevant to the well-being of many people. Similarly, the outcomes of metacontingencies may also contribute to a cumulative effect. The relation between independently evolving operant lineages, or between independently evolving cultural lineages, and their cumulative effect is identified as a macrocontingency. Macrocontingencies do not involve cultural-level selection per se. Effective cultural engineering requires identifying the macrocontingencies that produce less than desirable effects and altering the relevant operant contingencies or metacontingencies to produce change in the cumulative effects. PMID:22478424

  19. Culturally Relevant, Socially Just Social Work Supervision: Becoming Visible through a Social Constructionist Lens

    ERIC Educational Resources Information Center

    Hair, Heather J.; O'Donoghue, Kieran

    2009-01-01

    Developing a conceptualization of the supervision relationship that can successfully encourage cultural relevancy and the pursuit of social justice is a challenge facing social workers today. We propose that a social constructionist perspective invites social work supervisors influenced by Euro-Western discourse to (1) seek understanding about…

  20. The future workforce in academic radiology: gender, generational, and cultural influences.

    PubMed

    Applegate, Kimberly E

    2005-02-01

    The acute shortage of academic radiologists in the United States, and in fact across the world, is a multifactorial issue. A review of the recent literature suggests a number of influences that discourage radiology residents from remaining in academics, including cultural and generational values and their gender roles in our society. This article discusses the influence of gender, generational, and cultural issues on the current and future workforce in academic radiology. PMID:17411783

  1. Cultural Predictors of Academic Motivation and Achievement: A Self-Deterministic Approach

    ERIC Educational Resources Information Center

    Young, Adena; Johnson, Gail; Hawthorne, Melissa; Pugh, Jeremy

    2011-01-01

    College retention and graduation rates are significantly lower for African American and Hispanic American students. Limited research has been conducted on the relationship between academic motivation and perceived social support. The purpose of this study was to determine the importance of social support as a predictor of academic motivation and…

  2. Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction

    ERIC Educational Resources Information Center

    Singley, Daniel B.; Lent, Robert W.; Sheu, Hung-Bin

    2010-01-01

    The authors tested a social cognitive model of academic and overall life satisfaction in a sample of 769 university students. The predictors, drawn from Lent's unifying perspective on well-being and psychosocial adjustment, included social cognitive (academic self-efficacy, goal progress, social support) and personality (trait positive affect)…

  3. Achievement and Social Goals of Younger and Older Elementary Students: Response to Academic and Social Failure

    ERIC Educational Resources Information Center

    Zentall, Sydney S.; Beike, Suzanne M.

    2012-01-01

    Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or…

  4. Social, cultural and demographic aspects of AIDS.

    PubMed

    Sabatier, R C

    1987-12-01

    Both on national and international levels, the acquired immunodeficiency syndrome (AIDS) represents a formidable challenge to social institutions and to cultural assumptions. Its effect thus far, in what must be considered the very early stages of a protracted and unprecedented epidemic, has been to exacerbate existing social tensions and divisions over a surprisingly wide field. Though international leadership by the World Health Organization has been met with an unusually high degree of multinational cooperation, AIDS has also stimulated a degree of xenophobia and racial friction that, if allowed to grow, could handicap global AIDS control and prevention efforts. PMID:3433754

  5. Social and Cultural Contexts of Alcohol Use

    PubMed Central

    Sudhinaraset, May; Wigglesworth, Christina; Takeuchi, David T.

    2016-01-01

    Alcohol use and misuse account for 3.3 million deaths every year, or 6 percent of all deaths worldwide. The harmful effects of alcohol misuse are far reaching and range from individual health risks, morbidity, and mortality to consequences for family, friends, and the larger society. This article reviews a few of the cultural and social influences on alcohol use and places individual alcohol use within the contexts and environments where people live and interact. It includes a discussion of macrolevel factors, such as advertising and marketing, immigration and discrimination factors, and how neighborhoods, families, and peers influence alcohol use. Specifically, the article describes how social and cultural contexts influence alcohol use/misuse and then explores future directions for alcohol research. PMID:27159810

  6. The State of the Art of Teaching Research Methods in the Social Sciences: Towards a Pedagogical Culture

    ERIC Educational Resources Information Center

    Wagner, Claire; Garner, Mark; Kawulich, Barbara

    2011-01-01

    No formal pedagogical culture for research methods in the social sciences seems to exist and, as part of the authors' endeavour to establish such a culture, this article reviews current literature about teaching research methods and identifies the gaps in the research. Articles in academic journals spanning a 10-year period were collected by…

  7. Social Organization and Leadership in Cross-Cultural Psychology.

    ERIC Educational Resources Information Center

    Chemers, Martin M.

    There is little research by social psychologists in the areas of leadership and social organization, especially from a cross-cultural perspective, though such research offers an understanding of both leadership and culture. Existing cross-cultural management studies suffer from a lack of understanding of important social and cross-cultural…

  8. Culturally Responsive Social Skill Instruction for Latino Male Students

    ERIC Educational Resources Information Center

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  9. So Much Social Media, so Little Time: Using Student Feedback to Guide Academic Library Social Media Strategy

    ERIC Educational Resources Information Center

    Brookbank, Elizabeth

    2015-01-01

    The majority of college students use social media of some kind, and academic libraries are increasingly using social media to reach them. Although studies have analyzed which platforms academic libraries most commonly use and case studies have provided examples of how libraries use specific platforms, there are few examinations of the usage habits…

  10. Blackboxing: social learning strategies and cultural evolution.

    PubMed

    Heyes, Cecilia

    2016-05-01

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

  11. Kinship and Social Groups: A Modular Approach. Cultural Anthropology.

    ERIC Educational Resources Information Center

    Kassebaum, Peter

    Designed for use as supplementary instructional material in a cultural anthropology course, this learning module introduces commonly employed terms used in the study of kinship and social groups. Conceptual categories used to describe the social structures of society are defined first, including culture, material culture, nonmaterial culture,…

  12. The "Sandwich Generation" in Korean Academe: Between Traditional Academic Authority and Meritocratic Culture

    ERIC Educational Resources Information Center

    Shin, Jung Cheol; Kim, Yangson; Lim, Heejin; Shim, Bongsup; Choi, Younggi

    2015-01-01

    This study investigates how academics hired during the period of rapid neoliberal reforms differ from the senior academics hired before the reforms and the junior academics hired after the reforms were institutionalized. The faculty members who were employed in a period of radical reform may be impacted by the additional requirements and tasks…

  13. Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

    ERIC Educational Resources Information Center

    Ahmadi, Parviz; Samad, Arshad Abd.

    2015-01-01

    Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…

  14. An Exploration into the Influence of Academic and Social Values, Procrastination, and Perceived School Belongingness on Academic Performance

    ERIC Educational Resources Information Center

    Kennedy, Gary J.; Tuckman, Bruce W.

    2013-01-01

    The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students' first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a…

  15. #SocialMedia for the Academic Plastic Surgeon—Elevating the Brand

    PubMed Central

    Humphries, Laura S.; Curl, Brandon

    2016-01-01

    Summary: The link between social media and surgery has been under increasingly popular discussion. This article discusses the potential role of social media in creating and maintaining the brand of an academic plastic surgeon. PMID:27104098

  16. #SocialMedia for the Academic Plastic Surgeon-Elevating the Brand.

    PubMed

    Humphries, Laura S; Curl, Brandon; Song, David H

    2016-01-01

    The link between social media and surgery has been under increasingly popular discussion. This article discusses the potential role of social media in creating and maintaining the brand of an academic plastic surgeon. PMID:27104098

  17. Psychopathology and academic performance, social well-being, and social preference at school: the TRAILS study.

    PubMed

    Sijtsema, J J; Verboom, C E; Penninx, B W J H; Verhulst, F C; Ormel, J

    2014-06-01

    Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioning, and gender and age differences. This study addresses these limitations by examining adolescents' psychopathology and functioning at school, reported by child, parent, teacher, and peers during primary and secondary school in a large Dutch longitudinal cohort study (N = 2230). Teacher reports of psychopathology, especially regarding attention problems and withdrawn/depressed problems, followed by parent reports regarding hyperactivity, were most strongly associated with academic performance. The same held for social preference which was associated with teacher and parent ratings of withdrawn/depressed problems and hyperactivity. In contrast, social well-being was best predicted by child reports (at primary school) of affective problems. In girls, the association between ADHD problems and poor academic performance was stronger than in boys and conduct problems were more often associated with poor school functioning in general. These findings can help identify adolescents at risk for poor functioning and design interventions that effectively reduce or prevent poor school functioning. PMID:23917997

  18. Social, occupational and cultural adaptation in Antarctica

    NASA Astrophysics Data System (ADS)

    Nicolas, Michel; Bishop, Sheryl; Weiss, Karine; Gaudino, Marvin

    2016-07-01

    Life in isolated and confined environments (ICEs, e.g., polar stations, submarine or space missions), is subject to important constraints which can generate psychosociological impaired outcomes. This study investigated psychological, social, occupational and cultural variables which are among the most important determinants in adaptation to a one-year wintering in Antarctica with 13 international participants. Our findings confirm and give further insight into the role of social (Cohesiveness, Social Support) and occupational (Implementation / Preparedness, Counterproductive Activity, Decision Latitude and Psychological Job Demands) dimensions of adaptation to ICE environments. Relationships between various social and occupational dimensions studies reflected detrimental effects ranging from decrements in cohesiveness, social support and work performance which differed across professional status and multicultural factors. These psychosocial issues have important implications for pre-mission selection and training, monitoring and support of crews during the mission and post-mission readaptation. Operational recommendations are suggested to improve adaptation, success and well-being for long-term ICE missions, e.g., to Mars and beyond.

  19. Enhancing peer cultures of academic effort and achievement in early adolescence: promotive effects of the SEALS intervention.

    PubMed

    Hamm, Jill V; Farmer, Thomas W; Lambert, Kerrylin; Gravelle, Maggie

    2014-01-01

    Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) in 36 rural schools across the United States were analyzed. Results indicated that in SEALS versus matched control schools, social prominence was more favorably associated with effort and school valuing, and peer group injunctive norms were more supportive of effort and achievement. Findings indicate that aspects of peer cultures respond to the school context and provide evidence of the efficacy of the SEALS model. PMID:23647418

  20. Core Academic Literacy Principles versus Culture-Specific Practices: A Multi-Case Study of Academic Achievement.

    ERIC Educational Resources Information Center

    Newman, Michael; Trenchs-Parera, Mireia; Pujol, Merce

    2003-01-01

    Compares how three culturally distinct groups of undergraduates--mainstream American, Catalan, Latino immigrants to the United States--interact with course content to achieve academically. Analysis of interviews and documents reveals four informational operations--exposure, extraction, manipulation, and display--used to move content from sources…

  1. Academic and Social Integration and Study Progress in Problem Based Learning

    ERIC Educational Resources Information Center

    Severiens, Sabine E.; Schmidt, Henk G.

    2009-01-01

    The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a…

  2. The Social and Academic Consequences of Birth Order: Real, Artifactual, or Both?

    ERIC Educational Resources Information Center

    Steelman, Lala Carr; Powell, Brian

    1985-01-01

    Examined impact of birth order on social skills and academic performance of children and adolescents (N=3,568). Results revealed no significant relationship between birth order and academic performance but did reveal a significant positive relationship between birth order and social skills. Leadership skills were related to birth order for males.…

  3. Academic Literacy Socialization of First Year Doctoral Students in US: A Micro-Ethnographic Perspective

    ERIC Educational Resources Information Center

    Seloni, Lisya

    2012-01-01

    This study reports findings from a micro-ethnographic analysis of the academic literacy socialization of six multilingual students in the field of education as they progressed through their first-year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students…

  4. Personal Best Goals and Academic and Social Functioning: A Longitudinal Perspective

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara; Herrett, Maree

    2012-01-01

    Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one's previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year.…

  5. Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.

    ERIC Educational Resources Information Center

    Arsenault, Darin J.

    In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social +…

  6. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  7. Social Self-Efficacy, Academic Locus of Control, and Internet Addiction

    ERIC Educational Resources Information Center

    Iskender, Murat; Akin, Ahmet

    2010-01-01

    The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The…

  8. Postpartum Depression and Social Support in China: A Cultural Perspective.

    PubMed

    Tang, Lu; Zhu, Ruijuan; Zhang, Xueying

    2016-09-01

    This study explored how Chinese culture affects the relationship between social support and postpartum depression. In-depth interviews with 38 mothers in mainland China showed that discrepancies between expected and perceived available social support and conflicts among social support providers are two major contributors to the stress associated with postpartum depression. These dynamics are deeply rooted in the context of Chinese culture with its distinctive gender roles and family dynamics. These cultural norms further prevent women from seeking social support. PMID:27491938

  9. Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?

    ERIC Educational Resources Information Center

    Stankov, Lazar

    2010-01-01

    This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

  10. The Effect of Culture on the Academic Honesty of Marketing and Business Students

    ERIC Educational Resources Information Center

    Payan, Janice; Reardon, James; McCorkle, Denny E.

    2010-01-01

    Two trends in marketing higher education include (a) growing opportunities for intercultural encounters in the classroom and (b) a growing concern about student academic honesty. Research regarding the relationship between specific cultural measures and academic honesty is sparse in the context of marketing and business programs in higher…

  11. Dr. Asa G. Hilliard III: Trumpeter for the Academic and Cultural Excellence of African American Children

    ERIC Educational Resources Information Center

    Lemons-Smith, Shonda

    2008-01-01

    This article explores the scholarship of Asa G. Hilliard III on the theme of student academic and cultural excellence and the development of teachers. Throughout his career, Hilliard questioned the nation's commitment to ensuring the academic success of all children. The premise "Do we have the will to educate all children?" is reflected…

  12. Academic Culture in Malaysia: Sources of Satisfaction and Frustration

    ERIC Educational Resources Information Center

    Da Wan, Chang; Chapman, David W.; Zain, Ahmad Nurulazam Md; Hutcheson, Sigrid; Lee, Molly; Austin, Ann E.

    2015-01-01

    This paper examines the sources of satisfaction and frustration among Malaysian academics across three types of higher education institutions (HEIs)--public research university, public comprehensive university and private non-profit university. Based on interview with 67 academics across six HEIs, there is a clear pattern and relationship between…

  13. What Professional and Personal Strategies Do Successful Principals Possess to Cultivate a School Culture That Promotes Academic Success in a Blue Ribbon School

    ERIC Educational Resources Information Center

    McKinney, Carlos LaTeetha

    2012-01-01

    Principals who are presiding over schools that have received a blue ribbon certification have evidently used specific professional and personal strategies, as well as behaviors, to enhance the academic and social culture of their schools. The current study examined Mississippi Gulf Coast Schools that received blue ribbon status in the last six…

  14. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  15. Social Presence in Online Discussions as a Process Predictor of Academic Performance

    ERIC Educational Resources Information Center

    Joksimovic, S.; Gaševic, D.; Kovanovic, V.; Riecke, B. E.; Hatala, M.

    2015-01-01

    With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an…

  16. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    ERIC Educational Resources Information Center

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  17. Culturally Diverse Undergraduate Researchers' Academic Outcomes and Perceptions of Their Research Mentoring Relationships

    NASA Astrophysics Data System (ADS)

    Byars-Winston, Angela M.; Branchaw, Janet; Pfund, Christine; Leverett, Patrice; Newton, Joseph

    2015-10-01

    Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees' positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005-2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor-mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees' academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.

  18. Academic Literacy and Cultural Familiarity: Developing and Assessing Academic Literacy Resources for Chinese Students

    ERIC Educational Resources Information Center

    Henderson, Fiona; Whitelaw, Paul A.

    2013-01-01

    Academic dishonesty, including plagiarism, is a chronic problem. This paper reports the results of a project undertaken at a public funded university in Melbourne, Australia, in partnership with colleagues from a public funded university in Beijing, China, to combat this and other problems associated with academic literacy. The prime focus of the…

  19. Dynamic Social Impact: The Creation of Culture by Communication.

    ERIC Educational Resources Information Center

    Latane, Bibb

    1996-01-01

    Presents a theory of how individuals located in social space influence each other to create higher order patterns of cultural structure. Presents the theory as five propositions and six derivations, arguing that Dynamic Social Impact Theory accounts for four key features of culture: regional clustering, correlations among cultural elements,…

  20. Relevance of workplace social mixing during influenza pandemics: an experimental modelling study of workplace cultures.

    PubMed

    Timpka, T; Eriksson, H; Holm, E; Strömgren, M; Ekberg, J; Spreco, A; Dahlström, Ö

    2016-07-01

    Workplaces are one of the most important regular meeting places in society. The aim of this study was to use simulation experiments to examine the impact of different workplace cultures on influenza dissemination during pandemics. The impact is investigated by experiments with defined social-mixing patterns at workplaces using semi-virtual models based on authentic sociodemographic and geographical data from a North European community (population 136 000). A simulated pandemic outbreak was found to affect 33% of the total population in the community with the reference academic-creative workplace culture; virus transmission at the workplace accounted for 10·6% of the cases. A model with a prevailing industrial-administrative workplace culture generated 11% lower incidence than the reference model, while the model with a self-employed workplace culture (also corresponding to a hypothetical scenario with all workplaces closed) produced 20% fewer cases. The model representing an academic-creative workplace culture with restricted workplace interaction generated 12% lower cumulative incidence compared to the reference model. The results display important theoretical associations between workplace social-mixing cultures and community-level incidence rates during influenza pandemics. Social interaction patterns at workplaces should be taken into consideration when analysing virus transmission patterns during influenza pandemics. PMID:26847017

  1. Academic misconduct in nursing students: behaviors, attitudes, rationalizations, and cultural identity.

    PubMed

    McCrink, Andrea

    2010-11-01

    The purpose of this study was to gain knowledge about academic misconduct in associate degree nursing students enrolled in two nursing programs in the northeastern United States. Study respondents (n = 193) identified the frequency of engagement in behaviors of misconduct in both the classroom and clinical setting and their attitudes toward the identified behaviors of misconduct, neutralization behaviors, ethical standards of the nursing profession, and the ethic of caring within the nursing profession. Findings were consistent with previous research on academic misconduct in baccalaureate nursing students. Analysis of self-reported cultural identities refuted the prevailing literature on academic misconduct across differing cultures and nations. PMID:20795612

  2. Deaf Culture and Academic Culture: Cultivating Understanding across Cultural and Linguistic Boundaries

    ERIC Educational Resources Information Center

    O'Brien, Catherine; Kroner, Crystal; Placier, Peggy

    2015-01-01

    This exploratory study examined student responses to an interactive theater performance about the experiences of deaf students in the hearing culture of higher education. The theoretical framework for the study synthesized sociological work by Zerubavel, Foucault, and Bourdieu on construction and maintenance of institutional boundaries separating…

  3. Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents

    ERIC Educational Resources Information Center

    Fisher, Paige H.; Masia-Warner, Carrie; Klein, Rachel G.

    2004-01-01

    This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…

  4. Transfer Students in STEM Majors: Gender Differences in the Socialization Factors that Influence Academic and Social Adjustment

    ERIC Educational Resources Information Center

    Jackson, Dimitra Lynette

    2010-01-01

    The purposes of this study were (a) to examine the socialization factors of community college transfer students in Science, Technology, Engineering and Mathematics (STEM); (b) to examine the socialization factors that impact the academic and social adjustment of community college transfer students in STEM majors; and (c) to understand how female…

  5. Exploring the Effects of Social Networking on Students' Perceptions of Social Connectedness, Adjustment, Academic Engagement, and Institutional Commitment

    ERIC Educational Resources Information Center

    Hansen, Michele J.; Childress, Janice E.; Trujillo, Daniel J.

    2010-01-01

    Social networking is a tool being explored by many institutions as a means of connecting to and communicating with students. This study explores whether or not students' use of social networking services (SNSs) has significant effects on social connectedness, college adjustment, academic engagement, and institutional commitment. Students' use of…

  6. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

    social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance. (Abstract shortened by UMI.).

  7. Research Cultures in English and Scottish University Education Departments: An Exploratory Study of Academic Staff Perceptions

    ERIC Educational Resources Information Center

    Holligan, Chris; Wilson, Michael; Humes, Walter

    2011-01-01

    The paper reports the findings of a small-scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape…

  8. Blending Cultural, Academic, and Technological Communication: Literacy for the New Millennium.

    ERIC Educational Resources Information Center

    Beaupre, Barbara

    A combination of traditional reading, media, and Internet information sources is necessary in today's educational sphere to bridge cultural differences, engage students' realms of experience, and promote academic and cultural literacy. A key issue for educators today is to utilize and extend the vehicles students are currently using in order to…

  9. Plagiarism, Cultural Diversity and Metaphor--Implications for Academic Staff Development

    ERIC Educational Resources Information Center

    Leask, Betty

    2006-01-01

    Plagiarism is a complex, culturally loaded concept which causes much anxiety for both academics and students. Exactly what constitutes plagiarism is dependent on a number of contextual factors. Despite the difficulties associated with defining and detecting plagiarism, it is said to be on the increase, and students from "other cultures" are…

  10. Cultural Studies Meets Academic Literacies: Exploring Students' Resources through Symbolic Objects

    ERIC Educational Resources Information Center

    Archer, Arlene

    2008-01-01

    This paper reflects on a first year communication project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to the teaching of academic literacy practices. In the project, students identify everyday objects that have symbolic meanings and examine these in a range of physical, cultural and…

  11. Organisational Culture and Values and the Adaptation of Academic Units in Australian Universities

    ERIC Educational Resources Information Center

    de Zilwa, Deanna

    2007-01-01

    This study explores connections between the organisational culture and values of academic units in Australian universities and their efforts to adapt to external environmental pressures. It integrates empirical findings from case studies with theories of organisational culture and values and adaptation. It identifies seven dimensions of academic…

  12. Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation

    ERIC Educational Resources Information Center

    Blasco, Maribel

    2015-01-01

    The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory…

  13. Cultural Socialization in Families With Internationally Adopted Children

    PubMed Central

    Lee, Richard M.; Grotevant, Harold D.; Hellerstedt, Wendy L.; Gunnar, Megan R.

    2008-01-01

    Cultural socialization attitudes, beliefs, and parenting behaviors were examined in families with internationally adopted children. The authors hypothesized that parents with lower color-blind racial attitudes would be more likely to engage in enculturation and racialization parenting behaviors because they hold stronger beliefs in the value and importance of cultural socialization. Using data from the Minnesota International Adoption Project, the results support this mediation model of cultural socialization. Individual variations in cultural socialization also are discussed in terms of child development and shifting adoption attitudes and practices. PMID:17176191

  14. A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students

    ERIC Educational Resources Information Center

    Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.

    2014-01-01

    Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

  15. The Connecticut Latino Behavioral Health System: A culturally informed community-academic collaboration.

    PubMed

    Paris, Manuel; Silva, Michelle A; Diaz, Esperanza; Bedregal, Luis E; Cole, Robert A; Añez-Nava, Luis M

    2016-05-01

    The Connecticut Latino Behavioral Health System (LBHS) represents a culturally informed community-academic collaboration that includes agencies focused on mental health, addictions, behavioral health within community health centers, and social rehabilitation; the Yale University Department of Psychiatry; and the Connecticut Department of Mental Health and Addiction Services. The core mission of the LBHS is to expand and enhance the provision of recovery-oriented, and culturally and linguistically appropriate, services to the monolingual Spanish-speaking community in parts of South Central Connecticut. This article outlines the rationale and need for such a collaboration to meet the needs of an underrepresented and underserved ethnic minority group. The process by which these entities came together to develop and successfully implement systemic strategies is described in the context of 2 overarching priorities: (a) workforce development, and (b) access to services. The authors also highlight lessons learned that have informed the decision-making process since the inception of the LBHS, and future directions to ensure that it is prepared to meet changing consumer needs and systemic priorities. (PsycINFO Database Record PMID:27148948

  16. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  17. Chinese Visiting Scholars' Academic Socialization in US Institutions of Higher Education: A Qualitative Study

    ERIC Educational Resources Information Center

    Xue, Mo; Chao, Xia; Kuntz, Aaron M.

    2015-01-01

    Socialization as a theoretical concept has been increasingly applied to higher education over the past several decades. However, little research examines international visiting scholars' overseas academic socialization experiences. Rooted in socialization theory, this one-year qualitative study explores 15 Chinese visiting scholars' lived…

  18. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  19. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  20. Striving for Social Dominance over Peers: The Implications for Academic Adjustment during Early Adolescence

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Ryan, Allison M.

    2008-01-01

    This study investigated the proposal that social dominance goals are an important, but overlooked, aspect of social goals for young adolescents' academic adjustment. Self-reports of social goals (dominance, intimacy, and popularity goals) early in the school year were used to predict subsequent engagement (self-reports and peer nominations of…

  1. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  2. Cultural Enrichment: Connecting African American Elementary Children to Academic Achievement

    ERIC Educational Resources Information Center

    Winston, Deborah L.

    2011-01-01

    A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior…

  3. Using Students' Cultural Heritage to Improve Academic Achievement in Writing

    ERIC Educational Resources Information Center

    Mendez, Gilbert

    2006-01-01

    This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…

  4. American Academic Culture in Transformation: Fifty Years, Four Disciplines.

    ERIC Educational Resources Information Center

    Bender, Thomas, Ed.; Schorske, Carl E., Ed.

    The 14 essays in this collection reflect on how the major academic disciplines of economics, English, philosophy, and political science have changed in the decades since World War II. Following an introductory essay by the editors, essay titles are: (1) "Politics, Intellect, and the American University, 1945-1995" (Thomas Bender); (2) "How Did…

  5. Academic Science, Cultural Intransigence, and Devious Educo-Politics

    ERIC Educational Resources Information Center

    Aikenhead, Glen S.

    2010-01-01

    In the context of educational soundness, a case is made for distinguishing between two overlapping concepts: academic science and relevant science. In the context of political reality, a case is made for a science educator to hone strategies that co-opt, circumvent, or marginalize political adversaries before they do the same to you.

  6. Academic Outlaws: Queer Theory and Cultural Studies in the Academy.

    ERIC Educational Resources Information Center

    Tierney, William G.

    This book, written in a narrative style that combines autobiography, case studies, and fiction, presents a picture of academic life as experienced by gay men and lesbian women. The way in which research has defined gay identity is the way lesbian and gay people are identified in the daily life of the university, and it looks to the university…

  7. Diversity Initiatives in Academic Psychiatry: Applying Cultural Competence

    ERIC Educational Resources Information Center

    Lim, Russell F.; Luo, John S.; Suo, Shannon; Hales, Robert E.

    2008-01-01

    Objective: This article describes the process of change in an academic department of psychiatry that has led to the development of a diversity initiative in teaching, research, recruitment, and services. Methods: The authors performed a literature review of diversity initiatives using PubMed. The authors then wrote a case study of the development…

  8. Correlation Analysis of Cultural Development and Social Security in Iran

    NASA Astrophysics Data System (ADS)

    Habibi, K.; Alizadeh, H.; Meshkini, A.; Kohsari, M. J.

    In recent years, politicians have paid more attention to planning methods considering environmental, economical, social and cultural potentials of place. According to general principles and experiences has been achieved by the developed countries, there is a direct link between social security and cultural development. Where the society and region is culturally more developed, social security level is higher and vice versa. Considering this leading point, this research aims to establish a rational correlation between the provinces of Iran considering cultural development ranking and social security levels using planning models and analysis. To reach this goal, different variables in various sectors such as physical, social, economical, etc. were classified leading to developmental indicators of the provinces in the related sectors. In addition to this, many variables concerning the social security levels in provinces such as homicide, robbery, suicide, etc. were also classified to identify the social security level in each province. According to the results, more culturally developed and wealthier provinces, like Tehran, Khorasan, Fars, have lower social security degree and less culturally developed provinces, like Sistan va Baloochestan, Kurdistan, Elam have higher social security level. In other words, the mentioned principle, the correlation between social security and cultural development, does not work in the same direction in Iranian context.

  9. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    ERIC Educational Resources Information Center

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  10. The Mechanics of Social Capital and Academic Performance in an Indian College

    ERIC Educational Resources Information Center

    Hasan, Sharique; Bagde, Surendrakumar

    2013-01-01

    In this article we examine how social capital affects the creation of human capital. Specifically, we study how college students' peers affect academic performance. Building on existing research, we consider the different types of peers in the academic context and the various mechanisms through which peers affect performance. We test our…

  11. "Plays Nice with Others": Social-Emotional Learning and Academic Success

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Brown, Chavaughn

    2010-01-01

    Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success.…

  12. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  13. How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2011-01-01

    This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

  14. Physical Fitness and Academic Performance in Primary School Children with and without a Social Disadvantage

    ERIC Educational Resources Information Center

    de Greeff, J. W.; Hartman, E.; Mullender-Wijnsma, M. J.; Bosker, R. J.; Doolaard, S.; Visscher, C.

    2014-01-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the…

  15. Personal and Social Support Factors Involved in Students' Decision to Participate in Formal Academic Mentoring

    ERIC Educational Resources Information Center

    Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Deschenes, Claire

    2009-01-01

    In this study, we examined the role of personal and social support factors involved in students' decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program…

  16. Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities

    ERIC Educational Resources Information Center

    Charles, Camille Z.; Fischer, Mary J.; Mooney, Margarita A.; Massey, Douglas S.

    2009-01-01

    Building on their important findings in "The Source of the River," the authors now probe even more deeply into minority underachievement at the college level. "Taming the River" examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the…

  17. Marketing of Academic Library Services through Social Networking Sites: Implications of Electronic Word-of-Mouth

    ERIC Educational Resources Information Center

    Siddike, Md. Abul Kalam; Kiran, K.

    2015-01-01

    The main objective of this study is to investigate the perceptions of academic librarians towards the marketing of library services through social networking sites (SNSs) and their understanding of using electronic word-of-mouth (eWOM) as a marketing tool in academic libraries. This study follows a qualitative data-gathering approach of structured…

  18. Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2012-01-01

    The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic…

  19. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  20. Filipino Adolescents' Parental Socialization for Academic Achievement in the United States.

    ERIC Educational Resources Information Center

    Salazar, Lilia P.; Schludermann, Shirin M.; Schludermann, Eduard H.; Huynh, Cam-Loi

    2000-01-01

    Explored the processes whereby parental socialization practices lead to Filipino adolescents' academic achievement. Family reputation and internal attribution were found to mediate the relation between authoritative parenting and grade-point average. (JPB)

  1. Generational influences in academic emergency medicine: structure, function, and culture (Part II).

    PubMed

    Mohr, Nicholas M; Smith-Coggins, Rebecca; Larrabee, Hollynn; Dyne, Pamela L; Promes, Susan B

    2011-02-01

    Strategies for approaching generational issues that affect teaching and learning, mentoring, and technology in emergency medicine (EM) have been reported. Tactics to address generational influences involving the structure and function of the academic emergency department (ED), organizational culture, and EM schedule have not been published. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic EM. Understanding generational characteristics and mitigating strategies can address some common issues encountered in academic EM. By understanding the differences and strengths of each of the cohorts in academic EM departments and considering simple mitigating strategies, faculty leaders can maximize their cooperative effectiveness and face the challenges of a new millennium. PMID:21314780

  2. School Social Context, Teacher Culture, and School-Based Management.

    ERIC Educational Resources Information Center

    Schwartz, Audrey James

    An analysis of the relationship between teachers' work culture and the school's social context is the purpose of this study, with a focus on teachers' shared psychological work orientations as components of a teacher culture. The methodology relates high school teachers' attitudes in two high schools to different social contexts with the cultural…

  3. Cultural Differences in Social Interaction during Group Problem Solving.

    ERIC Educational Resources Information Center

    Gabrenya, William K., Jr.; Barba, Lourdes

    Cross-cultural psychology has begun to analyze cultural differences on collectivism and the implications of these differences for social processes such as group productivity. This study examined natural social interaction during a problem-solving task that required discussion and the establishment of a consensus. The relationship of collectivist…

  4. A Cultural Interpretation of a Social Studies Curriculum.

    ERIC Educational Resources Information Center

    Chilcott, John H.

    Social studies documents were collected from teachers in the Tucson, Arizona area and examined using three theories of culture as a way to explore the interrelationships between social studies curriculum and United States society. Malinowski's functionalist position suggests that culture is composed of traits each of which provide a specific…

  5. Computing and the social organization of academic work

    NASA Astrophysics Data System (ADS)

    Shields, Mark A.; Graves, William; Nyce, James M.

    1992-12-01

    This article discusses the academic computing movement during the 1980s. We focus on the Faculty Workstations Project at Brown University, where major computing initiatives were undertaken during the 1980s. Six departments are compared: chemistry, cognitive and linguistic sciences, geology, music, neural science, and sociology. We discuss the theoretical implications of our study for conceptualizing the relationship of computing to academic work.

  6. Academics Responding to Change. New Higher Education Frameworks and Academic Cultures.

    ERIC Educational Resources Information Center

    Trowler, Paul R.

    This book examines how academic staff at one British university respond to a period (1991-96) of rapid change, including rapid expansion in the number of students and new systems and structures, and especially to institution of the "credit framework" structure. Chapter 1 presents background information on the higher education system and the…

  7. Chinese immigrant high school students' cultural interactions, acculturation, family obligations, language use, and social support.

    PubMed

    Yeh, Christine J; Okubo, Yuki; Ma, Pei-Wen Winnie; Shea, Munyi; Ou, Dongshu; Pituc, Stephanie T

    2008-01-01

    When immigrant youth come to the United States, they must learn to interact with dominant and cultural groups as part of the adjustment process. The current study investigated whether the association between Chinese immigrant high school students' (N = 286) English fluency, academic and career/ college help-seeking, multidimensional acculturation, family responsibilities, and social support, predicted their intercultural competence concerns (their interactions across dominant and cultural groups). Results indicate that this was the case. Implications for research and practice with immigrant youth in a high school context are discussed. PMID:19149145

  8. Social Studies: Selected Cultures. Grade 6.

    ERIC Educational Resources Information Center

    Taylor, Marshall R.

    This revised teachers guide attempts to facilitate the study of selected cultures through a conceptual approach and multimedia instruction in a spiral curriculum. There are six units: 1) Cultures and Archaeology --cultural factors, cultural study, artifacts, fossils, archaeological sites and evidence; 2) Food Gathering Complex --life styles,…

  9. Culture and Social Psychology: Converging Perspectives

    ERIC Educational Resources Information Center

    Dimaggio, Paul; Markus, Hazel Rose

    2010-01-01

    Views of culture in psychology and sociology have converged markedly in the past two decades. Both have rejected what Adams and Markus (2004) refer to as the "entity" conception of culture--the view that culture is coherent, stable, and located in the heads of collectivities' members--in favor of more supple and dynamic constructs. Culture, in…

  10. Immigrants, Schooling, and Social Mobility: Does Culture Make a Difference?

    ERIC Educational Resources Information Center

    Vermeulen, Hans, Ed.; Perlmann, Joel, Ed.

    This book contains a collection of essays by Dutch and American scholars on the complex relationship between structural and cultural forces shaping the life chances of ethnic minorities. The papers are: (1) "Introduction: The Role of Culture in Explanations of Social Mobility" (Hans Vermeulen); (2) "Introduction: The Persistence of Culture versus…

  11. Culture and Career Psychology: A Social Constructionist Perspective

    ERIC Educational Resources Information Center

    Stead, Graham B.

    2004-01-01

    This paper reflects on the need to re-examine cultural and cross-cultural psychology with a view to re-invigorating them and placing them at the center of discourse in career psychology. One perspective that can be employed to achieve these goals is social constructionism in that it questions the centrality of post-positivism in cultural and…

  12. A bias for social information in human cultural transmission.

    PubMed

    Mesoudi, Alex; Whiten, Andrew; Dunbar, Robin

    2006-08-01

    Evolutionary theories concerning the origins of human intelligence suggest that cultural transmission might be biased toward social over non-social information. This was tested by passing social and non-social information along multiple chains of participants. Experiment 1 found that gossip, defined as information about intense third-party social relationships, was transmitted with significantly greater accuracy and in significantly greater quantity than equivalent non-social information concerning individual behaviour or the physical environment. Experiment 2 replicated this finding controlling for narrative coherence, and additionally found that information concerning everyday non-gossip social interactions was transmitted just as well as the intense gossip interactions. It was therefore concluded that human cultural transmission is biased toward information concerning social interactions over equivalent non-social information. PMID:16848951

  13. A Symposium on Technology and Social Change in Foreign Cultures.

    ERIC Educational Resources Information Center

    Iowa State Univ. of Science and Technology, Ames. Engineering Research Inst.

    The book contains 28 papers by a variety of authors who deal with technology and social change in foreign countries. The papers are presented under 13 headings: technology and social change in foreign cultures (two papers), technology and values (two papers), technological and social change in history (one paper), the arts and technology (two…

  14. The Influence of iPad Technology on the Academic and Social Experiences of Veteran and Military Students: Academic Preparation, Collaboration Socialization, and Information Access

    ERIC Educational Resources Information Center

    Compomizzi, Joseph

    2013-01-01

    With the recent changes to the Post 9/11 GI Bill, it is anticipated that the number of military personnel and U.S. veteran students enrolled in college will double to nearly two million by 2015. As non-traditional students, military and veteran college students also have unique social and academic experiences and needs which have been identified…

  15. Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

    ERIC Educational Resources Information Center

    Erhart, Amber C.

    2013-01-01

    By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

  16. A Structural Model of Self-Concept, Autonomous Motivation and Academic Performance in Cross-Cultural Perspective

    ERIC Educational Resources Information Center

    Ahmed, Wondimu; Bruinsma, Marjon

    2006-01-01

    The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were…

  17. Two Cultures: Undergraduate Academic Engagement. Research & Occasional Paper Series: CSHE.4.08

    ERIC Educational Resources Information Center

    Brint, Steven; Cantwell, Allison M.; Hannerman, Robert A.

    2008-01-01

    Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation, and interest in ideas. The culture of engagement in the natural sciences and engineering focuses…

  18. A Qualitative Study: The Impact of Selected Non-Cognitive Variables on the Academic Success and Achievement of Culturally Diverse Academic Scholarship Students

    ERIC Educational Resources Information Center

    Wilson, Linda Louise

    2009-01-01

    The study examined whether select non-cognitive variables such as, (Sedlacek, 1989, 1991, 1993, 2004; Tracey & Sedlacek 1984, 1985, 1987, 1989) impacted the academic achievement, retention and graduation rates of culturally diverse academic scholarship students at a predominantly white higher education institutions. The subjects of the study were…

  19. Big-Fish-Little-Pond Effect on Academic Self-Concept: A Cross-Cultural (26 Country) Test of the Negative Effects of Academically Selective Schools.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Hau, Kit-Tai

    2003-01-01

    Conducted a cross-cultural study of the big-fish-little-pond effect (BFLPE), which posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Findings for 103,558 high school students in 26 countries support the BFLPE. (SLD)

  20. Parent socialization effects in different cultures: significance of directive parenting.

    PubMed

    Sorkhabi, Nadia

    2012-06-01

    In this article, the controversy of divergent findings in research on parental socialization effects in different cultures is addressed. Three explanations intended to address divergent findings of socialization effects in different cultures, as advanced by researchers who emphasize cultural differences, are discussed. These include cultural differences in socialization values and goals of parents, parental emotional and cognitive characteristics associated with parenting styles, and adolescents' interpretations or evaluations of their parents' parenting styles. The empirical evidence for and against each of these arguments is examined and an alternative paradigm for understanding and empirical study of developmental outcomes associated with parenting styles in different cultures is suggested. Baumrind's directive parenting style is presented as an alternative to the authoritarian parenting style in understanding the positive developmental effects associated with "strict" parenting in cultures said to have a collectivist orientation. Directions for research on the three explanations are mentioned. PMID:22897089

  1. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  2. Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood

    ERIC Educational Resources Information Center

    McKown, Clark; Strambler, Michael J.

    2009-01-01

    The present study, which included 124 children ages 5-11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness.…

  3. Academic Affiliations of Social Work Journal Article Authors, 2004-2008

    ERIC Educational Resources Information Center

    Ligon, Jan; Cobb, Alicia; Thyer, Bruce

    2012-01-01

    The researchers tabulated the academic affiliations of the authors of all articles published between 2004 and 2008 in 6 major social work journals to produce a ranking of the colleges and universities whose faculty made the most substantive contributions to the social work literature. The results of this analysis are compared with findings of 5…

  4. Studying for the Sake of Others: The Role of Social Goals on Academic Engagement

    ERIC Educational Resources Information Center

    King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A.

    2012-01-01

    Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…

  5. Interrupted Trajectories: The Impact of Academic Failure on the Social Mobility of Working-Class Students

    ERIC Educational Resources Information Center

    Byrom, Tina; Lightfoot, Nic

    2013-01-01

    Higher education (HE) is often viewed as a conduit for social mobility through which working-class students can secure improved life-chances. However, the link between HE and social mobility is largely viewed as unproblematic. Little research has explored the possible impact of academic failure (in HE) on the trajectories of working-class students…

  6. Longitudinal Associations between Depressive Problems, Academic Performance, and Social Functioning in Adolescent Boys and Girls

    ERIC Educational Resources Information Center

    Verboom, Charlotte E.; Sijtsema, Jelle J.; Verhulst, Frank C.; Penninx, Brenda W. J. H.; Ormel, Johan

    2014-01-01

    Depressive problems and academic performance, social well-being, and social problems in adolescents are strongly associated. However, longitudinal and bidirectional relations between the two remain unclear, as well as the role of gender. Consequently, this study focuses on the relation between depressive problems and three types of functioning in…

  7. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  8. Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings.

    ERIC Educational Resources Information Center

    Freeman, Stephanny F. N.; Alkin, Marvin C.

    2000-01-01

    A review of 36 studies on school-age children with mental retardation indicated children in general classes do not attain social acceptance ratings at as high a level as do their typical peers. Integrated students perform better than segregated students on measures of academic achievement and social competence. (Contains extensive references.)…

  9. ENGAGE: A Blueprint for Incorporating Social Skills Training into Daily Academic Instruction

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Rutherford, Robert B.; Gable, Robert A.; Rock, Marcia L.

    2008-01-01

    Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, school personnel are hard-pressed to find ways to address the social-interpersonal behavior needs of their students. In this article, the authors discuss practical ways for teachers…

  10. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  11. Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students

    ERIC Educational Resources Information Center

    Neto, Roque; Golz, Nancy; Polega, Meaghan

    2015-01-01

    This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…

  12. Across Academic Domains: Extensions of the Social-Cognitive Career Model

    ERIC Educational Resources Information Center

    Fouad, Nadya A.; Smith, Philip L.; Zao, Kathryn E.

    2002-01-01

    In the present study, the authors investigated the academic subject matter domain specificity of the social-cognitive career choice model (R. W. Lent, S. D. Brown, & G. Hackett, 1994). The relationships between self-efficacy, goals, outcome expectations, and interests were examined across the subject areas of art, social science, math/science, and…

  13. The Impact of Racial Socialization on the Academic Performance and Prosocial Involvement of Black Emerging Adults

    ERIC Educational Resources Information Center

    White-Johnson, Rhonda L.

    2015-01-01

    Despite evidence linking racial socialization processes to the functioning of Black youth, the effect of these parenting practices among Black college students is less clear. This study examined the relationship among racial socialization messages, academic performance, and prosocial involvement for 295 Black college students. Results revealed…

  14. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

  15. Neurocognitive and Temperamental Systems of Self-Regulation and Early Adolescents' Social and Academic Outcomes

    ERIC Educational Resources Information Center

    Checa, Purificacion; Rodriguez-Bailon, Rosa; Rueda, M. Rosario

    2008-01-01

    The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self-regulation in early adolescents' social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer-reported Social Status…

  16. Part I: Advancing the Conversation. Just Scholarship! Publishing Academic Research with a Social Justice Focus

    ERIC Educational Resources Information Center

    Salazar, Maria del Carmen; Rios, Francisco

    2016-01-01

    This article provides support to academics who are committed to engaging in scholarly activities in ways that promote an explicit social justice focus. Moreover, this article provides a broad overview of how to pursue social justice purposes in the field of education throughout the process of scholarly production and dissemination.

  17. Investigating whether and when Family Ethnic/Race Socialization Improves Academic Performance

    ERIC Educational Resources Information Center

    Brown, Tony N.; Tanner-Smith, Emily E.; Lesane-Brown, Chase L.

    2009-01-01

    This study examined the link between family ethnic/race socialization and Black kindergarteners' and first graders' academic performance as measured by their general knowledge, math, and reading assessment scores. Drawing on identity theory, the authors predicted that repeated instances of family ethnic/race socialization would increase academic…

  18. Feudalism and Academia: UK Academics' Accounts of Research Culture

    ERIC Educational Resources Information Center

    Holligan, Christopher

    2011-01-01

    Our knowledge of research cultures in university education departments is still evolving, particularly in connection with the departments which have achieved a high ranking in the UK government's Research Assessment Exercise (RAE), and also the conditions under which "knowledge workers" operate are under-researched, although this is beginning to…

  19. Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and Academic Knowledge.

    ERIC Educational Resources Information Center

    Zou, Yali

    1998-01-01

    An immigrant's experience illustrates the support systems that foster self-confidence and facilitate the acquisition of communicative skills in a new language and culture. The article examines relationships among language and power, mentor and students, and impotence and empowerment in the context of learning to function effectively in U.S.…

  20. Negotiating Cultural Identities through Language: Academic English in Jordan

    ERIC Educational Resources Information Center

    Pedersen, Anne-Marie

    2010-01-01

    This article discusses how a group of multilingual scholars in Jordan negotiate multiple linguistic and cultural affiliations. These writers' experiences demonstrate the varied ways English's global dominance affects individuals' lives. The scholars find both empowerment and disempowerment in English, viewing English as linked to Western hegemony…

  1. Information technology leadership in academic medical centers: a tale of four cultures.

    PubMed

    Friedman, C P

    1999-07-01

    Persons and groups within academic medical centers bring consistent and predictable viewpoints to planning and decision making. The varied professional and academic cultures of these individuals appear to account primarily for the diversity of their viewpoints. Understanding these professional cultures can help leaders achieve some predictability in the complex environments for which they are responsible. Leaders in information technology in particular, in order to be successful, must become part-time anthropologists, immersing themselves in the varied workplaces of their constituents to understand the work they do and the cultures that have grown up around this work. Only in this way will they be able to manage the challenges that arise continuously as the technology and the needs it can address change over time. In this article, the author briefly describes the concept of culture, portrays four specific professional cultures that typically coexist in academic medical centers, and argues that understanding these cultures is absolutely critical to effective management and use of information resources. PMID:10429588

  2. The CPAI-2 As a Culturally Relevant Personality Measure in Differentiating among Academic Major Groups

    ERIC Educational Resources Information Center

    Ng, Alexander; Fan, Weiqiao; Cheung, Fanny M.; Leong, Frederick T. L.; Cheung, Shu Fai

    2012-01-01

    We examined whether the Cross-Cultural (Chinese) Personality Assessment Inventory-2 (CPAI-2), developed by the combined emic-etic approach, could provide useful information for us to understand the relations between personality and the key academic major groups in the Chinese context. Participants in this study included 989 university students…

  3. Internationalisation of Higher Education in South Korea: Reality, Rhetoric, and Disparity in Academic Culture and Identities

    ERIC Educational Resources Information Center

    Kim, Terri

    2005-01-01

    The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic culture. The case of South Korea shows how the national policies for the internationalisation of higher education…

  4. The Role of the Culture of Japanese Students in Acquisition of Academic English: An Ethnographic Study

    ERIC Educational Resources Information Center

    Mertin, Patricia Anne

    2014-01-01

    This ethnographic study examines the role of Japanese students' culture and its effects on the rate of acquisition of academic English. It is based on observation of classes in Japanese schools, both in Japan and Germany, as well as in an international school, together with interviews, questionnaires, student responses and case studies over a…

  5. Organizational Cynicism, School Culture, and Academic Achievement: The Study of Structural Equation Modeling

    ERIC Educational Resources Information Center

    Karadag, Engin; Kilicoglu, Gökhan; Yilmaz, Derya

    2014-01-01

    The purpose of this study is to explain constructed theoretical models that organizational cynicism perceptions of primary school teachers affect school culture and academic achievement, by using structural equation modeling. With the assumption that there is a cause-effect relationship between three main variables, the study was constructed with…

  6. Cross-Cultural Findings of Computer Literacy Among the Academic Olympians.

    ERIC Educational Resources Information Center

    Nokelainen, Petri; Tirri, Kirsi; Campbell, James R.

    This paper investigates computer literacy related cross-cultural factors that predict academic ability among mathematically gifted Olympians in Finland (N=72, 68 males and 4 females) and the United States (N=80, all males). The following research questions were formulated: (1) What is the nature of the connection between computer skills and…

  7. The National Year of Reading: Celebrating the Role of Literature in an Academic Culture

    ERIC Educational Resources Information Center

    Osborn, Jennifer

    2012-01-01

    2012, the National Year of Reading (NYR), was celebrated in libraries, schools and community centres throughout Australia. At the University of Adelaide, we celebrated our academic culture of literary teaching and research with a range of programmes and initiatives based in the humanities faculty. The Barr Smith Library played an integral part in…

  8. Socio-Cultural Adaptation, Academic Adaptation and Satisfaction of International Higher Degree Research Students in Australia

    ERIC Educational Resources Information Center

    Yu, Baohua; Wright, Ewan

    2016-01-01

    The number of international higher degree research students has grown at a significant rate in recent years, with Australia becoming a hub for attracting such students from around the world. However, research has identified that international higher degree research students often encounter a wide range of academic and socio-cultural challenges in…

  9. Archimedes, Reading, and the Sustenance of Academic Research Culture in Library Instruction.

    ERIC Educational Resources Information Center

    Cain, Amanda

    2002-01-01

    Discusses the history of academic research, library instruction, and the role of leisure, reflection, and creativity. Suggests that these cultural elements should be introduced to undergraduates and contends that deep reading, rather than information literacy competency, cultivates these elements. Examines productivity and the faculty research…

  10. Enforced Cultural Change in Academe. A Practical Case Study: Implementing Management Systems in Higher Education.

    ERIC Educational Resources Information Center

    Spencer-Matthews, Sarah

    2001-01-01

    An action research project sought to implement a quality management system in an academic department in an Australian higher education institution. The case study revealed that technical change was attained, but adoption of a quality culture achieved only token acceptance. (EV)

  11. Cultural Models of Education and Academic Performance for Native American and European American Students

    ERIC Educational Resources Information Center

    Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

    2013-01-01

    We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

  12. Managing Cultural Change: The Challenge of Merging Library Services, Curriculum Development and Academic Professional Development.

    ERIC Educational Resources Information Center

    McKnight, Sue

    The paper outlines a number of processes that have been implemented by Learning Services at Deakin University (Geelong, Australia) to gain significant and sustained cultural change among staff in a blended organization, comprising the university library service, the curriculum design and development functions and those of academic staff…

  13. Traditional Culture and Academic Success among American Indian Children in the Upper Midwest.

    ERIC Educational Resources Information Center

    Whitbeck, Les B.; Hoyt, Dan R.; Stubben, Jerry D.; LaFromboise, Teresa

    2001-01-01

    Interviews examined factors affecting school success for 196 American Indian children in grades 5-8. The degree to which children were embedded in traditional culture positively affected student academic performance, even when controlling for such variables as family characteristics, parenting, and prosocial activities. Effects of enculturation…

  14. Opening Spaces of Academic Culture: Doors of Perception; Heaven and Hell

    ERIC Educational Resources Information Center

    Habel, Chad; Whitman, Kirsty

    2016-01-01

    Academic culture is a distinct and unique field, and perhaps may best be conceptualised as a space. Although access to university has traditionally been restricted, recent efforts on a number of fronts have attempted to "open" the space of the academy. In particular, enabling programmes such as Preparatory Programs and Foundation Courses…

  15. Can Academic Reference Librarians Enhance the Cultural Diversity of the Nation's Colleges and Universities?

    ERIC Educational Resources Information Center

    Wilkinson, David

    Academic reference librarians can enhance the campus cultural diversity of colleges and universities by displaying sensitivity at the reference desk; understanding multicultural group behaviors; avoiding stereotyped attitudes; appreciating a wide range of cognitive style differences; striving to make multicultural students feel comfortable;…

  16. Does Cultural Capital Really Affect Academic Achievement? New Evidence from Combined Sibling and Panel Data

    ERIC Educational Resources Information Center

    Jaeger, Mads Meier

    2011-01-01

    This article provides new estimates of the causal effect of cultural capital on academic achievement. The author analyzes data from the National Longitudinal Survey of Youth--Children and Young Adults and uses a fixed effect design to address the problem of omitted variable bias, which has resulted in too optimistic results in previous research.…

  17. Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

    Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

  18. A Comparative Analysis of Social Media Usage and Academic Performance in Public and Private Senior High Schools

    ERIC Educational Resources Information Center

    Mingle, Jeffrey; Adams, Musah; Adjei, E. A.

    2016-01-01

    The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…

  19. Social Media and the New Academic Environment: Pedagogical Challenges

    ERIC Educational Resources Information Center

    Patrut, Bogdan; Patrut, Monica; Cmeciu, Camelia

    2013-01-01

    As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New…

  20. Tradition meets innovation: transforming academic medical culture at the University of Pennsylvania's Perelman School of Medicine.

    PubMed

    Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

    2013-04-01

    Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past 20 years. Although the academic physician's triple role as clinician, researcher, and educator has been lauded as the ideal by academic health centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. The authors describe an innovative, comprehensive, multipronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met five times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles, and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers. PMID:23425986

  1. How culture gets embrained: Cultural differences in event-related potentials of social norm violations

    PubMed Central

    Mu, Yan; Kitayama, Shinobu; Han, Shihui; Gelfand, Michele J.

    2015-01-01

    Humans are unique among all species in their ability to develop and enforce social norms, but there is wide variation in the strength of social norms across human societies. Despite this fundamental aspect of human nature, there has been surprisingly little research on how social norm violations are detected at the neurobiological level. Building on the emerging field of cultural neuroscience, we combine noninvasive electroencephalography (EEG) with a new social norm violation paradigm to examine the neural mechanisms underlying the detection of norm violations and how they vary across cultures. EEG recordings from Chinese and US participants (n = 50) showed consistent negative deflection of event-related potential around 400 ms (N400) over the central and parietal regions that served as a culture-general neural marker of detecting norm violations. The N400 at the frontal and temporal regions, however, was only observed among Chinese but not US participants, illustrating culture-specific neural substrates of the detection of norm violations. Further, the frontal N400 predicted a variety of behavioral and attitudinal measurements related to the strength of social norms that have been found at the national and state levels, including higher culture superiority and self-control but lower creativity. There were no cultural differences in the N400 induced by semantic violation, suggesting a unique cultural influence on social norm violation detection. In all, these findings provided the first evidence, to our knowledge, for the neurobiological foundations of social norm violation detection and its variation across cultures. PMID:26621713

  2. How culture gets embrained: Cultural differences in event-related potentials of social norm violations.

    PubMed

    Mu, Yan; Kitayama, Shinobu; Han, Shihui; Gelfand, Michele J

    2015-12-15

    Humans are unique among all species in their ability to develop and enforce social norms, but there is wide variation in the strength of social norms across human societies. Despite this fundamental aspect of human nature, there has been surprisingly little research on how social norm violations are detected at the neurobiological level. Building on the emerging field of cultural neuroscience, we combine noninvasive electroencephalography (EEG) with a new social norm violation paradigm to examine the neural mechanisms underlying the detection of norm violations and how they vary across cultures. EEG recordings from Chinese and US participants (n = 50) showed consistent negative deflection of event-related potential around 400 ms (N400) over the central and parietal regions that served as a culture-general neural marker of detecting norm violations. The N400 at the frontal and temporal regions, however, was only observed among Chinese but not US participants, illustrating culture-specific neural substrates of the detection of norm violations. Further, the frontal N400 predicted a variety of behavioral and attitudinal measurements related to the strength of social norms that have been found at the national and state levels, including higher culture superiority and self-control but lower creativity. There were no cultural differences in the N400 induced by semantic violation, suggesting a unique cultural influence on social norm violation detection. In all, these findings provided the first evidence, to our knowledge, for the neurobiological foundations of social norm violation detection and its variation across cultures. PMID:26621713

  3. Assimilation and Cultural Pluralism in American Social Thought.

    ERIC Educational Resources Information Center

    Wacker, R. Fred

    1979-01-01

    Discusses the philosophies of assimilationist liberalism and cultural pluralism as they emerged between 1900 and 1925 in opposition to social Darwinism and the immigration restriction, eugenics, and Americanization movements. (GC)

  4. Social and Academic Benefits of Looping Primary Grade Students

    ERIC Educational Resources Information Center

    Kenney, Mary Kate

    2007-01-01

    There is an increasing interest in the practice of teachers staying with a group of students for more than one year. This is referred to as looping in educational practice. The problem of constant uncertainty or change of a new teacher year to year, creates less academic time and student anxiety. The purpose of this study is to examine the effects…

  5. The Benefits of Social Influence in Optimized Cultural Markets

    PubMed Central

    Abeliuk, Andrés; Berbeglia, Gerardo; Cebrian, Manuel; Van Hentenryck, Pascal

    2015-01-01

    Social influence has been shown to create significant unpredictability in cultural markets, providing one potential explanation why experts routinely fail at predicting commercial success of cultural products. As a result, social influence is often presented in a negative light. Here, we show the benefits of social influence for cultural markets. We present a policy that uses product quality, appeal, position bias and social influence to maximize expected profits in the market. Our computational experiments show that our profit-maximizing policy leverages social influence to produce significant performance benefits for the market, while our theoretical analysis proves that our policy outperforms in expectation any policy not displaying social signals. Our results contrast with earlier work which focused on showing the unpredictability and inequalities created by social influence. Not only do we show for the first time that, under our policy, dynamically showing consumers positive social signals increases the expected profit of the seller in cultural markets. We also show that, in reasonable settings, our profit-maximizing policy does not introduce significant unpredictability and identifies “blockbusters”. Overall, these results shed new light on the nature of social influence and how it can be leveraged for the benefits of the market. PMID:25831093

  6. The benefits of social influence in optimized cultural markets.

    PubMed

    Abeliuk, Andrés; Berbeglia, Gerardo; Cebrian, Manuel; Van Hentenryck, Pascal

    2015-01-01

    Social influence has been shown to create significant unpredictability in cultural markets, providing one potential explanation why experts routinely fail at predicting commercial success of cultural products. As a result, social influence is often presented in a negative light. Here, we show the benefits of social influence for cultural markets. We present a policy that uses product quality, appeal, position bias and social influence to maximize expected profits in the market. Our computational experiments show that our profit-maximizing policy leverages social influence to produce significant performance benefits for the market, while our theoretical analysis proves that our policy outperforms in expectation any policy not displaying social signals. Our results contrast with earlier work which focused on showing the unpredictability and inequalities created by social influence. Not only do we show for the first time that, under our policy, dynamically showing consumers positive social signals increases the expected profit of the seller in cultural markets. We also show that, in reasonable settings, our profit-maximizing policy does not introduce significant unpredictability and identifies "blockbusters". Overall, these results shed new light on the nature of social influence and how it can be leveraged for the benefits of the market. PMID:25831093

  7. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  8. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents

    PubMed Central

    Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul

    2008-01-01

    Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a three-year longitudinal study of adolescents from three diverse American Indian cultural groups in the western U.S. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors. PMID:19209979

  9. Developing Youth's Cultural and Social Skills through a Social-Virtual Curriculum

    ERIC Educational Resources Information Center

    Eteokleous, Nikleia

    2011-01-01

    Purpose: This study seeks to evaluate the application of a social-virtual curriculum delivered through in-classroom and web-based activities, aiming to develop youth's social-cultural skills, cultural competency and multicultural awareness. Specifically, the study evaluates the overall impact of the curriculum to the participating youth's…

  10. American Indian Languages: Cultural and Social Contexts.

    ERIC Educational Resources Information Center

    Silver, Shirley; Miller, Wick R.

    This book introduces the general reader to the mosaic of American Indian languages and cultures as they exist in time and space, and supplies limited technical linguistic orientation to encourage further exploration of language interrelationships, cultures, and other ways of knowing. Chapter 1 provides an overview of the status, diversity, and…

  11. Cross Cultural Task Cards: Social Studies.

    ERIC Educational Resources Information Center

    Quinn, Jeanette; Carty, Elaine

    Twenty cross-cultural learning tasks focus on concepts developed through units on food, clothing, shelter, and natural resources. The tasks progress from simple to complex. They focus on concepts and vocabulary on culture, beginning with a discussion of housing and clothing and concluding with discussions on slavery and the Bill of Rights. Each…

  12. Balancing Two Cultures: American Indian/Alaska Native Medical Students' Perceptions of Academic Medicine Careers.

    PubMed

    Sánchez, John Paul; Poll-Hunter, Norma; Stern, Nicole; Garcia, Andrea N; Brewster, Cheryl

    2016-08-01

    American Indians and Alaska Natives (AI/AN) remain underrepresented in the academic medicine workforce and little is known about cultivating AI/AN medical students' interest in academic medicine careers. Five structured focus groups were conducted including 20 medical students and 18 physicians. The discussion guide explored factors influencing AI/AN trainees' academic medicine career interest and recommended approaches to increase their pursuit of academia. Consensual qualitative research was employed to analyze transcripts. Our research revealed six facilitating factors, nine dissuading factors, and five recommendations towards cultivating AI/AN pursuit of academia. Facilitators included the opportunity to teach, serving as a role model/mentor, enhancing the AI/AN medical education pipeline, opportunities to influence institution, collegiality, and financial stability. Dissuading factors included limited information on academic career paths, politics, lack of credit for teaching and community service, isolation, self-doubt, lower salary, lack of positions in rural areas, lack of focus on clinical care for AI/AN communities, and research obligations. Recommendations included heighten career awareness, recognize the challenges in balancing AI/AN and academic cultures, collaborate with IHS on faculty recruitment strategies, identify concordant role models/mentors, and identify loan forgiveness programs. Similar to other diverse medical students', raising awareness of academic career opportunities especially regarding teaching and community scholarship, access to concordant role models/mentors, and supportive institutional climates can also foster AI/AN medical students' pursuit of academia. Unique strategies for AI/AN trainees include learning how to balance AI/AN and academic cultures, collaborating with IHS on faculty recruitment strategies, and increasing faculty opportunities in rural areas. PMID:26896055

  13. [Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].

    PubMed

    Presentación Herrero, M Jesús; Siegenthaler Hierro, Rebeca; Jara Jiménez, Pilar; Miranda Casas, Ana

    2010-11-01

    The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties. PMID:21044513

  14. Culture Clubs.

    ERIC Educational Resources Information Center

    Gersten, Bridget Fitzgerald

    1998-01-01

    One way to break down barriers and promote understanding among English-as-a-Second-Language (ESL) and mainstream students is to establish culture clubs. Culture clubs involve frequent exchange of information about social, academic, and cultural topics in extracurricular settings. They are a critical component of ESL programs. The article explains…

  15. Educational, Economic and Social Influences on Cultural Heritage in Trinidad

    ERIC Educational Resources Information Center

    Boufoy-Bastick, Beatrice

    2009-01-01

    This research presents traditional cultural heritage (CH) as a dynamic social process--a positive feedback loop enhancing cultural identity and institutional authority through a contested authoritative inclusion of the "objects" it comprises. It then focuses on one part of that process, the individuals' construction of their CH, and defines CH as…

  16. Adult Education, Social Inclusion and Cultural Diversity in Regional Communities

    ERIC Educational Resources Information Center

    Townsend, Rob

    2008-01-01

    This article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilize adult education as a space to explore their own social and cultural isolation in a regional…

  17. Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

    ERIC Educational Resources Information Center

    Mak, Anita S.; Shaw, Tamara L.

    2015-01-01

    Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the know-how to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced…

  18. Art and Social Justice Education: Culture as Commons

    ERIC Educational Resources Information Center

    Quinn, Therese M., Ed.; Ploof, John, Ed.; Hochtritt, Lisa J., Ed.

    2011-01-01

    "Art and Social Justice Education" offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a…

  19. Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

    PubMed Central

    Jensen, Dorthe H.; Jetten, Jolanda

    2015-01-01

    It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity

  20. Academic Mergers in Social Work Programs: Autonomy or Disharmony?

    ERIC Educational Resources Information Center

    Halter, Anthony; Gullerud, Ernest

    1995-01-01

    Using data from a 1991 survey of social work program deans and directors, the experiences of recently merged, long-term merged, and independent social work programs with salaries, financial resources, promotion and tenure, staff morale, enrollment, curriculum, class size, and access to central administration are compared. Respondents' views are…

  1. Accessing Social Capital through the Academic Mentoring Process

    ERIC Educational Resources Information Center

    Smith, Buffy

    2007-01-01

    This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings…

  2. Problem Solving/Decision Making for Social and Academic Success.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Tobias, Steven E.

    Based on the premise that systematic instruction in social decision-making and problem-solving skills is a developmental right of all children, this book provides an in-service training program for teaching a set of social decision-making and problem-solving steps that are essential for success in school, in the family, with friends, in the world…

  3. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  4. Self-Concept and Social Anxiety as Predictor Variables of Academic Performance of Spanish Adolescents with Divorced Parents

    ERIC Educational Resources Information Center

    Orgiles, Mireia; Johnson, Blair T.; Huedo-Medina, Tania B.; Espada, Jose P.

    2012-01-01

    Introduction: According to previous studies, when parents divorce it may increase the vulnerability of children to develop personal problems, such as lowering academic performance. This research examines the academic performance of Spanish children with divorced parents and its relation to academic self-concept and social anxiety. Method: The…

  5. Allocation of Academic Workloads in the Faculty of Human and Social Sciences at a South African University

    ERIC Educational Resources Information Center

    Botha, P. A.; Swanepoel, S.

    2015-01-01

    This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring…

  6. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course Taking on Peer Victimization

    ERIC Educational Resources Information Center

    Echols, Leslie

    2015-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th-grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel…

  7. Social and Cultural Meanings of Self-Efficacy

    PubMed Central

    Burke, Nancy J.; Bird, Joyce A.; Clark, Melissa A.; Rakowski, William; Guerra, Claudia; Barker, Judith C.; Pasick, Rena J.

    2010-01-01

    This article describes the influences of social context on women’s health behavior through illustration of the powerful influences of social capital (the benefits and challenges that accrue from participation in social networks and groups) on experiences and perceptions of self-efficacy. The authors conducted inductive interviews with Latino and Filipino academics and social service providers and with U.S.-born and immigrant Latinas and Filipinas to explore direct and indirect influences of social context on health behaviors such as mammography screening. Iterative thematic analysis identified themes (meanings of efficacy, spheres of efficacy, constraints on efficacy, sources of social capital, and differential access to and quality of social capital) that link the domain of social capital with the behavioral construct perceived self-efficacy. The authors conclude that social capital addresses aspects of social context absent in the current self-efficacy construct and that these aspects have important implications for scholars’ and practitioners’ understandings of health behavior and intervention development. PMID:19805794

  8. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  9. A Culture Conducive to Women’s Academic Success: Development of a Measure

    PubMed Central

    Westring, Alyssa Friede; Speck, Rebecca M.; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

    2012-01-01

    Purpose The culture of the work environment inhibits women’s career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women’s academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. Method First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure’s nature and validity. Results A CCWAS consists of four distinct, but related dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. Conclusions This report contributes to a growing understanding of women’s academic medicine careers and provides a measure that researchers can utilize to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty. PMID:23018337

  10. Activist Academics: What Future?

    ERIC Educational Resources Information Center

    Grey, Sandra J.

    2013-01-01

    Four decades on from the Year of the Student, when university campuses were sites of protest and dissent, it is crucial to consider how the involvement of university academics in activist causes has changed. Using social movement frameworks this article examines how organisational, political and cultural contexts have hindered social and political…

  11. Perspective: the negativity bias, medical education, and the culture of academic medicine: why culture change is hard.

    PubMed

    Haizlip, Julie; May, Natalie; Schorling, John; Williams, Anne; Plews-Ogan, Margaret

    2012-09-01

    Despite ongoing efforts to improve working conditions, address well-being of faculty and students, and promote professionalism, many still feel the culture of academic medicine is problematic. Depression and burnout persist among physicians and trainees. The authors propose that culture change is so challenging in part because of an evolutionary construct known as the negativity bias that is reinforced serially in medical education. The negativity bias drives people to attend to and be more greatly affected by the negative aspects of experience. Some common teaching methods such as simulations, pimping, and instruction in clinical reasoning inadvertently reinforce the negativity bias and thereby enhance physicians' focus on the negative. Here, the authors examine the concept of negativity bias in the context of academic medicine, arguing that culture is affected by serially emphasizing the inherent bias to recognize and remember the negative. They explore the potential role of practices rooted in positive psychology as powerful tools to counteract the negativity bias and aid in achieving desired culture change. PMID:22836850

  12. Cultural Variations across Academic Genres: A Generic Analysis of Intertextuality in Master's Theses Introductions

    ERIC Educational Resources Information Center

    Ketabi, Saeed; Rahavard, Shaahin

    2013-01-01

    Genre analysis of texts has always been significant. The current study aimed at investigating intertextuality considering cultural variations and differences in students' discourse communities. Social studies, philosophy, and biology were chosen as the representatives of social sciences, humanities and sciences. Tehran University, one of the most…

  13. Cultural influences on social feedback processing of character traits

    PubMed Central

    Korn, Christoph W.; Fan, Yan; Zhang, Kai; Wang, Chenbo; Han, Shihui; Heekeren, Hauke R.

    2014-01-01

    Cultural differences are generally explained by how people see themselves in relation to social interaction partners. While Western culture emphasizes independence, East Asian culture emphasizes interdependence. Despite this focus on social interactions, it remains elusive how people from different cultures process feedback on their own (and on others') character traits. Here, participants of either German or Chinese origin engaged in a face-to-face interaction. Consequently, they updated their self- and other-ratings of 80 character traits (e.g., polite, pedantic) after receiving feedback from their interaction partners. To exclude potential confounds, we obtained data from German and Chinese participants in Berlin [functional magnetic resonance imaging (fMRI)] and in Beijing (behavior). We tested cultural influences on social conformity, positivity biases, and self-related neural activity. First, Chinese conformed more to social feedback than Germans (i.e., Chinese updated their trait ratings more). Second, regardless of culture, participants processed self- and other-related feedback in a positively biased way (i.e., they updated more toward desirable than toward undesirable feedback). Third, changes in self-related medial prefrontal cortex activity were greater in Germans than in Chinese during feedback processing. By investigating conformity, positivity biases, and self-related activity in relation to feedback obtained in a real-life interaction, we provide an essential step toward a unifying framework for understanding the diversity of human culture. PMID:24772075

  14. Cultural Competency Education in Academic Dental Institutions in Australia and New Zealand: A Survey Study.

    PubMed

    Nicholson, Sheree L; Hayes, Melanie J; Taylor, Jane A

    2016-08-01

    The aim of this study was to assess the status of cultural competency education in Australian and New Zealand dental, dental hygiene, and oral health therapy programs. The study sought to explore the extent to which cultural competence is included in these programs' curricula, building on similar studies conducted in the United States and thus contributing to the international body of knowledge on this topic. A 12-item instrument was designed with questions in four areas (demographics, content of cultural competency education, organization of overall program curriculum, and educational methods used to teach cultural competence) and was sent to all Australian and New Zealand dental, dental hygiene, and oral health therapy educational programs. Of the total 24 programs, 15 responded for a response rate of 62.5%. The results showed that lectures were the most frequent teaching method used in cultural competency education; however, the variation in responses indicated inconsistencies across study participants, as discussions and self-directed learning also featured prominently in the responses. The majority of respondents reported that cultural competence was not taught as a specific course but rather integrated into their programs' existing curricula. The variations in methods may indicate the need for a standardized framework for cultural competency education in these countries. In addition, the notion of cultural competency education in academic dental institutions demands additional evaluation, and further research is required to develop a solid evidence base on which to develop cultural competency education, specifically regarding content, most effective pedagogies, and assessment of student preparedness. PMID:27480708

  15. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  16. Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I.

    2007-01-01

    This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices…

  17. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  18. Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

    ERIC Educational Resources Information Center

    Rayle, Andrea Dixon; Kurpius, Sharon E. Robinson; Arredondo, Patricia

    2007-01-01

    The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as…

  19. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of…

  20. Part-Time Grad Students Feel the Social and Academic Pinch.

    ERIC Educational Resources Information Center

    Taylor, Vincent

    1993-01-01

    Part-time graduate students, particularly from minority groups, find that time management and sacrifice are necessary for success. Problems encountered include balancing jobs and academic work, difficulties integrating into the institution's graduate culture, and the need to cut back on some personal activities. However, part-time study…

  1. Cultural and Social Constraints on Portability.

    ERIC Educational Resources Information Center

    Murray-Lasso, Marco

    1990-01-01

    Describes 12 constraints imposed by culture on educational software portability. Nielsen's seven-level virtual protocol model of human-computer interaction is discussed as a framework for considering the constraints, a hypothetical example of adapting software for Mexico is included, and suggestions for overcoming constraints and making software…

  2. Effects of Conformism on the Cultural Evolution of Social Behaviour

    PubMed Central

    Molleman, Lucas; Pen, Ido; Weissing, Franz J.

    2013-01-01

    Models of cultural evolution study how the distribution of cultural traits changes over time. The dynamics of cultural evolution strongly depends on the way these traits are transmitted between individuals by social learning. Two prominent forms of social learning are payoff-based learning (imitating others that have higher payoffs) and conformist learning (imitating locally common behaviours). How payoff-based and conformist learning affect the cultural evolution of cooperation is currently a matter of lively debate, but few studies systematically analyse the interplay of these forms of social learning. Here we perform such a study by investigating how the interaction of payoff-based and conformist learning affects the outcome of cultural evolution in three social contexts. First, we develop a simple argument that provides insights into how the outcome of cultural evolution will change when more and more conformist learning is added to payoff-based learning. In a social dilemma (e.g. a Prisoner’s Dilemma), conformism can turn cooperation into a stable equilibrium; in an evasion game (e.g. a Hawk-Dove game or a Snowdrift game) conformism tends to destabilize the polymorphic equilibrium; and in a coordination game (e.g. a Stag Hunt game), conformism changes the basin of attraction of the two equilibria. Second, we analyse a stochastic event-based model, revealing that conformism increases the speed of cultural evolution towards pure equilibria. Individual-based simulations as well as the analysis of the diffusion approximation of the stochastic model by and large confirm our findings. Third, we investigate the effect of an increasing degree of conformism on cultural group selection in a group-structured population. We conclude that, in contrast to statements in the literature, conformism hinders rather than promotes the evolution of cooperation. PMID:23874528

  3. Inventing Japan's 'robotics culture': the repeated assembly of science, technology, and culture in social robotics.

    PubMed

    Sabanović, Selma

    2014-06-01

    Using interviews, participant observation, and published documents, this article analyzes the co-construction of robotics and culture in Japan through the technical discourse and practices of robotics researchers. Three cases from current robotics research--the seal-like robot PARO, the Humanoid Robotics Project HRP-2 humanoid, and 'kansei robotics' - show the different ways in which scientists invoke culture to provide epistemological grounding and possibilities for social acceptance of their work. These examples show how the production and consumption of social robotic technologies are associated with traditional crafts and values, how roboticists negotiate among social, technical, and cultural constraints while designing robots, and how humans and robots are constructed as cultural subjects in social robotics discourse. The conceptual focus is on the repeated assembly of cultural models of social behavior, organization, cognition, and technology through roboticists' narratives about the development of advanced robotic technologies. This article provides a picture of robotics as the dynamic construction of technology and culture and concludes with a discussion of the limits and possibilities of this vision in promoting a culturally situated understanding of technology and a multicultural view of science. PMID:25051586

  4. Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction

    ERIC Educational Resources Information Center

    Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

    2008-01-01

    The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

  5. Computer Science Majors: Sex Role Orientation, Academic Achievement, and Social Cognitive Factors

    ERIC Educational Resources Information Center

    Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A.

    2006-01-01

    This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that…

  6. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  7. Perceptions of Graduate Students and Supervisors on the Effectiveness of Chinese EFL Academic Socialization: Interview Results

    ERIC Educational Resources Information Center

    Peng, Hongbing

    2016-01-01

    The paper explores the perceptions of graduate students and supervisors on the effectiveness of Chinese EFL academic socialization through an interview study from the perspective of Discourse System (DS) proposed by Scollon and Scollon (2000). The investigation, which was conducted in one leading Chinese university of foreign studies in 2010, was…

  8. Living-Learning Programs and First-Generation College Students' Academic and Social Transition to College

    ERIC Educational Resources Information Center

    Inkelas, Karen Kurotsuchi; Daver, Zaneeta E.; Vogt, Kristen E.; Leonard, Jeannie Brown

    2007-01-01

    This study examines the role of living-learning (L/L) programs in facilitating first-generation students' perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living-Learning Programs during Spring 2004, the results of the study…

  9. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

    2015-01-01

    Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

  10. Trajectories of Aggression from Toddlerhood to Age 9 Predict Academic and Social Functioning through Age 12

    ERIC Educational Resources Information Center

    Campbell, Susan B.; Spieker, Susan; Burchinal, Margaret; Poe, Michele D.

    2006-01-01

    Background: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we examined behavior problems and social and academic outcomes from ages 9 through 12 in children classified into five trajectories of physical aggression, on the basis of maternal ratings obtained from 24 months through 9 years (N = 1195). Methods:…

  11. Communication, Academic, and Social Skills of Young Adults with Hearing Loss

    ERIC Educational Resources Information Center

    Eriks-Brophy, Alice; Durieux-Smith, Andree; Olds, Janet; Fitzpatrick, Elizabeth M.; Duquette, Cheryll; Whittingham, JoAnne

    2012-01-01

    This manuscript reports on data collected as part of a larger research study designed to investigate factors that facilitate the integration of children with hearing loss into mainstream environments. Aspects of communicative, academic, and social functioning for 43 adolescents and young adults were examined using questionnaires. In addition,…

  12. Academic and Social Adjustment among Deaf and Hard of Hearing College Students in Taiwan

    ERIC Educational Resources Information Center

    Liu, Chia-fen

    2013-01-01

    This study was conducted to identify the factors that may influence the academic and social adjustment of college students with hearing loss in Taiwan. These factors included age, gender, degree of hearing loss, primary communication mode, amplification, high school educational experience, and family relationship. The instruments used to address…

  13. The Power of Social and Motivational Relationships for Test-Anxious Adolescents' Academic Self-Regulation

    ERIC Educational Resources Information Center

    Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.

    2015-01-01

    Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large…

  14. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  15. Development and Initial Validation of the Social and Academic Behavior Risk Screener for Elementary Grades

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris

    2013-01-01

    The purpose of the current investigation was to develop and provide initial validation of the "Social and Academic Behavior Risk Screener" (SABRS). Research was conducted in southeast elementary schools with 54 teacher and 243 student participants. An initial item pool was created through review of developmental research on the…

  16. The Differential Effects of General Mental Ability and Emotional Intelligence on Academic Performance and Social Interactions

    ERIC Educational Resources Information Center

    Song, Lynda Jiwen; Huang, Guo-hua; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi-Sum; Chen, Zhijun

    2010-01-01

    This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that EI and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we…

  17. Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten

    ERIC Educational Resources Information Center

    Powell, Douglas R.; Son, Seung-Hee; File, Nancy; San Juan, Robert R.

    2010-01-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear…

  18. Commentary: Implementing Social-Emotional and Academic Innovations--Reflections, Reactions, and Research

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; Kratochwill, Thomas R.; Roach, Andrew T.

    2003-01-01

    The article "Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools" by Elias, Zins, Graczyk, and Weissberg (2003) is a thought-provoking contribution, and one that begs for more application. Some of the points the authors raise have been articulated in the school and clinical evidence-based…

  19. Indiana's Academic Standards: Kindergarten English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in language arts, mathematics, science, and social studies for kindergarten students begins with a note to students and another to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. It helps students understand what is required to meet the…

  20. Social Cognitive Predictors of College Students' Academic Performance and Persistence: A Meta-Analytic Path Analysis

    ERIC Educational Resources Information Center

    Brown, Steven D.; Tramayne, Selena; Hoxha, Denada; Telander, Kyle; Fan, Xiaoyan; Lent, Robert W.

    2008-01-01

    This study tested Social Cognitive Career Theory's (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial…

  1. Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wolery, Mark

    2013-01-01

    The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the…

  2. Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position

    ERIC Educational Resources Information Center

    Life, James

    2015-01-01

    When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…

  3. Social Identity and the Shift of Student Affairs Staff to the Academic Unit

    ERIC Educational Resources Information Center

    Mader, Michael

    2012-01-01

    This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that…

  4. The University-Academic Connection in Research: Corporate Purposes and Social Responsibilities.

    ERIC Educational Resources Information Center

    David, E. E., Jr.

    An increase in industry-supported academic research is economically and socially desirable. This refers not to industrial philanthropy but to research consistent with a commercial "mission." This increased coupling is advocated because there is fine science and technique created in academia which is not effectively coupled to the nation's…

  5. Reanalysis of Discernment from a Social Constructivist Perspective: Academic Consultation Sessions in Japanese Universities

    ERIC Educational Resources Information Center

    Cook, H. C.

    2005-01-01

    From the social constructivist perspective, this paper examines speech style shifts in academic consultation sessions between professors and students in Japanese universities and demonstrates that politeness is an interactional achievement. The paper attempts to show how what has previously been described as a display of discernment can be…

  6. Peer Relationships, Social Behaviours, Academic Performance and Loneliness in Korean Primary School Children

    ERIC Educational Resources Information Center

    Shin, Yoolim

    2007-01-01

    The purpose of this study was to investigate how different forms of peer relationships offer children unique support for loneliness and to examine the direct as well as indirect effects of social behaviours and academic performance through the mediation of peer relationships on the prediction of loneliness in Korean children. Four hundred and…

  7. Learning Community Transitions in the First Year: A Case Study of Academic and Social Network Change

    ERIC Educational Resources Information Center

    Smith, Rachel A.

    2011-01-01

    Residential learning communities often focus on easing first-year students' transitions to college by emphasizing the creation of peer social and academic relationships. However, this relational process is most often examined through analyzing individual student characteristics, behaviors, and attitudes. This study used network analysis to…

  8. Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries

    ERIC Educational Resources Information Center

    Lilburn, Jeff

    2012-01-01

    Recent scholarship challenges the celebratory discourse surrounding Web 2.0. This paper engages with this scholarship to examine critically the implications of academic libraries' presence within commercially owned social media spaces. It considers the apparent contradiction between work to promote the principles of open access and the idea of the…

  9. Quality Criteria of Research Perceived by Academics in Social Sciences at Higher Education

    ERIC Educational Resources Information Center

    Bakioglu, Aysen; Kurnaz, Ozlem

    2009-01-01

    The purpose of this study is to examine the problem of research quality in social sciences at higher education. Quality of research produced at higher education started to be questioned more often as research became the major factor determining academics' promotion and fund allocation to universities. In the study, we aimed to reveal how academics…

  10. How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness

    ERIC Educational Resources Information Center

    Collett, Gale A.

    2013-01-01

    Longitudinal research has demonstrated that children's emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl…

  11. Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

    ERIC Educational Resources Information Center

    Marchesi, Antonio G.; Cook, Kimberly

    2012-01-01

    ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

  12. Socially Oriented Student Entrepreneurship: A Study of Student Change Agency in the Academic Capitalism Context

    ERIC Educational Resources Information Center

    Mars, Matthew M.; Rhoades, Gary

    2012-01-01

    This paper presents two clarifying cases of socially oriented student entrepreneurship. The findings illuminate an overlooked organizational space located at the intersection of the public good and academic capitalist knowledge/learning regimes (Slaughter & Rhoades, 2004) that provides students with the entrepreneurial agency to create social…

  13. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  14. Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

    ERIC Educational Resources Information Center

    Marchant, Michelle; Anderson, Darlene H.

    2012-01-01

    Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom…

  15. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    ERIC Educational Resources Information Center

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

  16. Do Friends Always Help Your Studies? Mediating Processes between Social Relations and Academic Motivation

    ERIC Educational Resources Information Center

    Li, Manyu; Frieze, Irene Hanson; Nokes-Malach, Timothy J.; Cheong, Jeewon

    2013-01-01

    Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive…

  17. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools. PMID:24773524

  18. Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

    2009-01-01

    The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

  19. Personality, Freshmen Proactive Social Behavior, and College Transition: Predictors beyond Academic Strategies

    ERIC Educational Resources Information Center

    Wang, Yi; Cullen, Kristin L.; Yao, Xiang; Li, Yixuan

    2013-01-01

    When transitioning to college freshmen must behave proactively in order to strive for success in their collegiate careers and their future life. Past research has mainly focused on the academic strategies of freshmen when investigating the predictors of successful college transition and has paid little attention to students' social strategies. The…

  20. Comparison of Dutch Ethnic Minority and Majority Engineering Students: Social and Academic Integration

    ERIC Educational Resources Information Center

    Severiens, Sabine; ten Dam, Geert; Blom, Sarah

    2006-01-01

    Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto's twin concepts of academic and social integration are used here to explore the experiences of minority and…

  1. Critical Links: Learning in the Arts and Student Academic and Social Development.

    ERIC Educational Resources Information Center

    Deasy, Richard J., Ed.

    Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest…

  2. Social Media and Academic Performance of Business Education Students in South-East Nigeria

    ERIC Educational Resources Information Center

    Nwazor, Joseph Chukwudi; Godwin-Maduike, Chinwe Constance

    2015-01-01

    The aim of the study was to analyze effects of social media on academic performance of business education students in south-east Nigeria. To achieve this, an instrument was designed and sent out to four universities in south-east Nigeria. Out of the 600 copies of the questionnaire distributed, 520 were completely filled and returned giving a…

  3. The Relationship of Academic and Social Integration to Veterans' Educational Persistence

    ERIC Educational Resources Information Center

    Barnhart, Dan

    2011-01-01

    This study sought to identify the relationship between academic and social integration and persistence for veterans in two-year colleges. Bean and Metzner's (1985) attrition theory served as the theoretical background of investigation for including variables throughout the seven research questions. The Beginning Postsecondary Student survey…

  4. Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

    ERIC Educational Resources Information Center

    Lent, Robert W.; Singley, Daniel; Sheu, Hung-Bin; Schmidt, Janet A.; Schmidt, Linda C.

    2007-01-01

    Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering…

  5. Sluggish Cognitive Tempo among Young Adolescents with ADHD: Relations to Mental Health, Academic, and Social Functioning

    ERIC Educational Resources Information Center

    Becker, Stephen P.; Langberg, Joshua M.

    2013-01-01

    Objective: This study investigated the role of sluggish cognitive tempo (SCT) in relation to externalizing and internalizing mental health problems, academic functioning, and social functioning among young adolescents with attention-deficit/hyperactivity disorder (ADHD). Method: In all, 57 youth ages 10 to 14 participated in the study. Parents…

  6. Academic Achievement and Social Functioning of Children with and without Learning Difficulties

    ERIC Educational Resources Information Center

    Walker, Ann; Nabuzoka, Dabie

    2007-01-01

    The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7-12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these…

  7. A Database Evaluation Based on Information Needs of Academic Social Scientists.

    ERIC Educational Resources Information Center

    Buterbaugh, Nancy Toth

    This study evaluates two databases, "Historical Abstracts" and REESWeb, to determine their effectiveness in supporting academic social science research. While many performance evaluations gather quantitative data from isolated query and response transactions, this study is a qualitative evaluation of the databases in the context of actual…

  8. The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; Perez-Edgar, Koraly

    2011-01-01

    The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child…

  9. Children with ADHD and Depression: A Multisource, Multimethod Assessment of Clinical, Social, and Academic Functioning

    ERIC Educational Resources Information Center

    Blackman, Gabrielle L.; Ostrander, Rick; Herman, Keith C.

    2005-01-01

    Although ADHD and depression are common comorbidities in youth, few studies have examined this particular clinical presentation. To address method bias limitations of previous research, this study uses multiple informants to compare the academic, social, and clinical functioning of children with ADHD, children with ADHD and depression, and…

  10. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    ERIC Educational Resources Information Center

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  11. Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?

    ERIC Educational Resources Information Center

    Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.

    2014-01-01

    Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…

  12. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  13. Academic, Social, and Economic Challenges Faced by Latinos to Attain a College Degree

    ERIC Educational Resources Information Center

    Stevenson, Kenel

    2009-01-01

    This study examined the academic, social and economic challenges faced by Latino students to attain a college degree. In addition, of prime importance was the need for improvement and persistence, which led to retention in college enrollment rates for Latino students both at the secondary and postsecondary levels. Findings from this study…

  14. Academic, Personal and Social Problems of Afghan and Iranian Students in the United States.

    ERIC Educational Resources Information Center

    Payind, Mohammad Alam

    1979-01-01

    Questionnaires or interviews were completed by 120 Afghan and 125 Iranian students enrolled in American universities, concerning their academic, personal, and social problems. Data were analyzed according to nationality, sex, age, marital status, major, duration of stay in U.S., financial sponsorship, and undergraduate v graduate student status.…

  15. Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

    ERIC Educational Resources Information Center

    Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.

    2009-01-01

    This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step…

  16. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  17. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    ERIC Educational Resources Information Center

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  18. Exploring the Impacts of Social Networking Sites on Academic Relations in the University

    ERIC Educational Resources Information Center

    Rambe, Patient

    2011-01-01

    Social networking sites (SNS) affordances for persistent interaction, collective generation of knowledge, and formation of peer-based clusters for knowledge sharing render them useful for developing constructivist knowledge environments. However, notwithstanding their academic value, these environments are not necessarily insulated from the…

  19. Reassessing Tinto's Concepts of Social and Academic Integration in Student Retention

    ERIC Educational Resources Information Center

    Davidson, Cody; Wilson, Kristin

    2013-01-01

    The purpose of this article is to trace the development of the Tinto framework for student integration and to critically analyze the application of the framework with nontraditional student populations. Specifically, the terms "academic" and "social integration" have become synonymous with student retention and, by extension,…

  20. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Gueldner, Barbara A.

    2010-01-01

    This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

  1. Young, Gifted, and Female: A Look at Academic and Social Needs

    ERIC Educational Resources Information Center

    Meredith, Corine Cadle

    2009-01-01

    This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent…

  2. Academic and Social Integration in Cyberspace: Students and E-Mail.

    ERIC Educational Resources Information Center

    Gatz, Lisa B.; Hirt, Joan B.

    2000-01-01

    Examined how traditional-age, residential, first-year students (n=23) use e-mail and found that, although students used e-mail extensively, only a limited amount of their correspondence enhanced academic or social integration. Classification of messages (n=4,603) indicated that 10.2 percent of e-mail messages went to professors or classmates,…

  3. Profiles of School Adaptation: Social, Behavioral and Academic Functioning in Sexually Abused Girls

    ERIC Educational Resources Information Center

    Daignault, Isabelle V.; Hebert, Martine

    2009-01-01

    Objectives: The short-term outcomes of child sexual abuse (CSA) on academic, behavioral and social adaptation at school were examined in order to: (1) document the proportion of sexually abused (SA) girls struggling in school and define the nature of their difficulties, (2) explore whether different profiles of school adaptation could be…

  4. Family Functioning and Academic Achievement in Middle School: A Social-Emotional Perspective.

    ERIC Educational Resources Information Center

    Wentzel, Kathryn R.

    1994-01-01

    Reviews literature on links between parenting and children's cognitive competence, proposing that social and emotional adjustment might play a critical role in mediating the relationship between these variables. Describes a program of research on family functioning, emotional distress, self-restraint, and academic performance. Explores future…

  5. Longitudinal Predictors of Teacher Ratings of Adolescent Academic and Social Performance.

    ERIC Educational Resources Information Center

    Berkowitz, Marvin W.; Keller, Monica

    This study explored differential patterns of variables at 7 and 9 years of age that predict teacher evaluations of academic and social performance at 15 years of age. A total of 101 Icelandic school children were assessed on a variety of variables at ages 7, 9, 12, and 15. Only two variables significantly entered into the regression equation…

  6. Implementation, Sustainability, and Scaling up of Social-Emotional and Academic Innovations in Public Schools

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Zins, Joseph E.; Graczyk, Patricia A.; Weissberg, Roger P.

    2003-01-01

    Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about…

  7. Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

    ERIC Educational Resources Information Center

    Rodriguez, Billie Jo; Anderson, Cynthia M.

    2014-01-01

    Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

  8. Assessing the Academic, Personal and Social Experiences of Pre-College Students

    ERIC Educational Resources Information Center

    Hicks, Terence

    2005-01-01

    This study examined the before-and-after effects of transitional summer programs at the University of Maryland?Eastern Shore, on pre-college students? perceptions, expectations, emotions, and knowledge about college. The study focused on academic, personal and social experiences, and how these changed throughout the course of the summer program.…

  9. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    ERIC Educational Resources Information Center

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's…

  10. Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

    ERIC Educational Resources Information Center

    Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

    2011-01-01

    The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

  11. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  12. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  13. Social and Academic Interaction in Higher Education Contexts and the Effect on Deep Learning

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha F.; Emes, Claudia

    2005-01-01

    The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual…

  14. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  15. Personal Self and Collective Self: When Academic Choices Depend on the Context of Social Comparison

    ERIC Educational Resources Information Center

    Chazal, Sebastien; Guimond, Serge; Darnon, Celine

    2012-01-01

    This research examines the impact of same-sex versus opposite-sex social comparisons on the perception of one's own abilities at school and subsequent reported marks and academic choices. During their final year, male and female high school students were asked to describe themselves either in comparison with boys in their class, in comparison with…

  16. Early Adolescent Friendships and Academic Adjustment: Examining Selection and Influence Processes with Longitudinal Social Network Analysis

    ERIC Educational Resources Information Center

    Shin, Huiyoung; Ryan, Allison M.

    2014-01-01

    This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed…

  17. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  18. Japanese Exchange Students' Academic and Social Struggles at an American University

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.

    2015-01-01

    The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey…

  19. Towards a Human Rights Culture in Social Work Education

    PubMed Central

    Werkmeister Rozas, Lisa; Garran, Ann Marie

    2016-01-01

    A human rights perspective must be embedded in the institutions, organisations or agencies where social work students find themselves. This paper will focus on one particular strategy that could be helpful to the process of solidifying a commitment to human rights for our students. Using a pedagogical tool from a school of social work in the USA originally developed to combat the social injustice of racism, the example transcends the academic institution and offers a solid link in connecting human rights, social justice and social work. Using the construct of critical realism, we argue that, for social work programmes to take steps towards an explicit commitment to human rights, not only must human rights be infused throughout the curriculum, but educators must provide opportunities for making more overt the links between human rights principles, social justice and social work. By addressing behaviours, tendencies and attitudes, students then acquire not only the skills and deeper understanding, but they internalise the motivation and commitment to broaden their human rights frame. In the process of developing a more firm commitment to human rights, we must not be limited to the walls of the academy, but rather extend beyond to our field agencies, organisations and communities. PMID:27559204

  20. Teaching for Social Change--Mission "Possible"? Cultural Studies Approaches to Teaching Popular Culture.

    ERIC Educational Resources Information Center

    Banning, Marlia

    It is an open question whether popular culture courses are effective sites in which to instill the kinds of critical media literacies that might contribute to students acting in support of social justice in their everyday lives. A course called "The Uses of Popular Culture" focuses on contemporary multicultural American society to understand the…

  1. African American History and Culture: A Grassroots Interpretation of Culturally-Relevant Teaching for Academic Achievement and College Access

    ERIC Educational Resources Information Center

    Cross, Beverly E.

    2008-01-01

    The Achievement, Confidence and Excellence (ACE) Academy in Memphis is a partnership involving the University of Memphis, its Benjamin Hooks Institute for Social Change, and three area school districts. ACE operates as a Saturday Institute, serving three hundred seventh to twelfth grade African American students. Grounded in culturally relevant…

  2. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    PubMed

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society. PMID:25301145

  3. Navajo Culture and Family Influences on Academic Success: Traditionalism Is Not a Significant Predictor of Achievement among Navajo Youth.

    ERIC Educational Resources Information Center

    Willeto, Angela A. A.

    1999-01-01

    A study of 451 Navajo youths attending 11 high schools in the Navajo Nation found no relationship between their academic achievement and their cultural attachments and practices. Families modestly influenced educational outcomes, but being female was a stronger predictor of academic success. An appendix describes study variables. (Contains 42…

  4. Audit Cultures and Quality Assurance Mechanisms in England: A Study of Their Perceived Impact on the Work of Academics

    ERIC Educational Resources Information Center

    Cheng, Ming

    2010-01-01

    Proponents of the concept of the audit culture in UK higher education argue that from the late 1990s onward audit functioned as a form of power control and had a profound effect on academics and their work. Such arguments continued to be made into the early 2000s. Since then, however, the level of external scrutiny surrounding UK academics'…

  5. Examining cultural competence in health care: implications for social workers.

    PubMed

    Horevitz, Elizabeth; Lawson, Jennifer; Chow, Julian C C

    2013-08-01

    This article examines and unpacks the "black box" of cultural competence in health interventions with racial and ethnic minority populations. The analysis builds on several recent reviews of evidence-based efforts to reduce health disparities, with a focus on how cultural competence is defined and operationalized. It finds that the use of multiple similar and indistinct terms related to cultural competence, as well as the lack of a mutually agreeable definition for cultural competence itself, has resulted in an imprecise concept that is often invoked but rarely defined and only marginally empirically validated as an effective health intervention. This article affirms the centrality of cultural competence as an essential values-based component of optimal social work practice, while also suggesting future directions for operationalizing, measuring, and testing cultural competence to build an evidence base on whether and how it works to reduce health disparities. PMID:24437019

  6. The Academic Socialization of Successful Asian-American College Students.

    ERIC Educational Resources Information Center

    Mordkowitz, Eliott R.; Ginsburg, Herbert P.

    The family backgrounds of successful Asian students were examined to generate testable hypotheses about the socialization of exemplary school achievement of these students. Structured interviews were conducted with 15 Asian students, all of whom would be considered in the top 5% of achievement nationally. These were Harvard University…

  7. Integration of Social, Behavioral, and Academic Initiatives--Part 2

    ERIC Educational Resources Information Center

    Bohanon, Hank; Wu, Meng-Jia

    2012-01-01

    In part one of this series, the authors discussed the connections among social and emotional learning (SEL), positive behavior interventions and supports (PBIS), and response to intervention (RTI). Specifically, they compared the processes and fidelity components of these approaches. They attempted to highlight the similarities in systems,…

  8. The SNAP Platform: Social Networking for Academic Purposes

    ERIC Educational Resources Information Center

    Kirkwood, Keith

    2010-01-01

    Purpose: This paper aims to introduce an enterprise-wide Web 2.0 learning support platform--SNAP, developed at Victoria University in Melbourne, Australia. Design/methodology/approach: Pointing to the evolution of the social web, the paper discusses the potential for the development of e-learning platforms that employ constructivist, connectivist,…

  9. Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J.

    2005-01-01

    This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…

  10. New Directions in Social Psychological Interventions to Improve Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Timothy D.; Buttrick, Nicholas R.

    2016-01-01

    Attempts to improve student achievement typically focus on changing the educational environment (e.g., better schools, better teachers) or on personal characteristics of students (e.g., intelligence, self-control). The 6 articles in this special issue showcase an additional approach, emanating from social psychology, which focuses on students'…

  11. Minnesota Academic Standards in History and Social Studies

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Thomas Jefferson's view, protect and maintain freedom. The Social Studies Standards in this document attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines…

  12. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  13. Understanding Social Capital Development and Academic Attainment of Mobile Students

    ERIC Educational Resources Information Center

    Gaddie, Julie A.

    2010-01-01

    The United States has a long history of searching for utopian possibilities of public school, amidst a steady stream of population mobility. Horace Mann proclaimed that schools would be able to assimilate the millions of immigrants arriving during the late 1700s. He promised that schools could end poverty, crime and social injustice. Today, public…

  14. Pivotal Response Treatments for Autism: Communication, Social, and Academic Development

    ERIC Educational Resources Information Center

    Koegel, Robert L.; Kern Koegel, Lynn

    2006-01-01

    Recognized as one of the top state-of-the-art treatments for autism in the United States, the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of…

  15. Cultural Identity and Academic Success in a Multicultural Society: A Culturally Different Approach

    ERIC Educational Resources Information Center

    Puglisi, Dick J.; Hoffman, Alan J.

    1978-01-01

    Argues that educational models based upon socioeconomic norms which are Anglo and middle class do not meet the needs of minority group children. Suggests that educational models will better serve minority group children if they are based on cultural differences instead of cultural disadvantagement. (Author/DB)

  16. Place, culture, and the social amplification of risk.

    PubMed

    Masuda, Jeffrey R; Garvin, Theresa

    2006-04-01

    This article investigates the role of culture in the social production of risks and risk communication surrounding industrial development in a region located at a rural-urban interface. A case study examined a public consultation that was undertaken to inform local residents about an eco-industrial development proposal being planned near Edmonton, Alberta, Canada. The research employed the social amplification of risk framework (SARF) to examine the relationships among culture, place, and socially constructed risk. A total of 44 in-depth, semi-structured interviews were carried out with 33 landowners (farmers, acreage owners), public officials (municipal politicians, administrators), journalists, and industry representatives. Analysis revealed that risk communication occurred in relation to situated experiences of place that were based on conflicting cultural worldviews. The research shows that place is a useful component of the SARF, providing a spatial explanation for why some people amplify, and others attenuate, risks in locally contentious environmental debates. PMID:16573632

  17. Academic Preparation in Social Studies: Teaching for Transition from High School to College. Academic Preparation Series.

    ERIC Educational Resources Information Center

    College Entrance Examination Board, New York, NY.

    This six-chapter book encourages discussion of teacher preparation to help strengthen history and social science in local schools and offers specific suggestions for achieving local expertise and responsibility in curriculum and instruction. The book promotes further nationwide discussion about what should be taught in the high school classroom…

  18. Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

    ERIC Educational Resources Information Center

    Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

  19. Culture and the Immune System: Cultural Consonance in Social Support and C-reactive Protein in Urban Brazil.

    PubMed

    Dressler, William W; Balieiro, Mauro C; Ribeiro, Rosane P; Dos Santos, José Ernesto

    2016-06-01

    In this article, we examine the distribution of a marker of immune system stimulation-C-reactive protein-in urban Brazil. Social relationships are associated with immunostimulation, and we argue that cultural dimensions of social support, assessed by cultural consonance, are important in this process. Cultural consonance is the degree to which individuals, in their own beliefs and behaviors, approximate shared cultural models. A measure of cultural consonance in social support, based on a cultural consensus analysis regarding sources and patterns of social support in Brazil, was developed. In a survey of 258 persons, the association of cultural consonance in social support and C-reactive protein was examined, controlling for age, sex, body mass index, low-density lipoprotein cholesterol, depressive symptoms, and a social network index. Lower cultural consonance in social support was associated with higher C-reactive protein. Implications of these results for future research are discussed. PMID:25828739

  20. Class in contemporary Britain: comparing the Cultural Capital and Social Exclusion (CCSE) project and the Great British Class Survey (GBCS)

    PubMed Central

    Silva, Elizabeth B

    2015-01-01

    The paper discusses the salience of class in Britain in relation to the experiment of the BBC–academic partnership of the Great British Class Survey (GBCS). It addresses the claimed inauguration of a third phase in class analysis in the UK sparked by the experiment. This is done by considering three main issues. First, the GBCS experiment is situated in the context of various explorations of cultural class analyses, and chiefly in relation to the Cultural Capital and Social Exclusion (CCSE) project (ESRC funded 2003–6). Secondly, the focus is on the influence of the academic turn to big data for the procedures and claims of the project, and some implications of the methodological choices. Thirdly, attention is turned to the deleterious effects of commercial and institutional pressures on the current research culture in which the experiment exists. PMID:26640302

  1. Evaluating human, social and cultural capital in nurse education.

    PubMed

    Royal, Jan

    2012-07-01

    Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development. PMID:22082880

  2. The Relationship between Sleep Quality and Social Intimacy, and Academic Burn-Out in Students of Medical Sciences

    PubMed Central

    Arbabisarjou, Azizollah; Mehdi, Hashemi Seyed; Sharif, Mohammad Reza; Alizadeh, Kobra Haji; Yarmohammadzadeh, Peyman; Feyzollahi, Zahra

    2016-01-01

    Introduction: Academic burnout leads to creation of a series of negative and scattered thoughts, loss of hope and emotional and physical exhaustion in carrying out activities. Two factors that affect academic burnout are sleep quality and social intimacy. This study was conducted in order to investigate the relationship between sleep quality and social intimacy, and academic burn-out in the students of Tabriz University of Medical Sciences Materials & Methods: This study was descriptive and correlational. The population of this study consisted of the students in Tabriz University of Medical Sciences and 196 medical students were selected. They completed Berso et al. Academic Burnout Questionnaire, Pittsburgh Sleep Quality Index (PSQI) and Miller Social Intimacy Scale (MSIS). The validity of the questionnaires confirmed by experts’ views. Their reliability were obtained as 77%, 64% and 85% for academic burnout, sleep quality and social intimacy questionnaires respectively by calculating the internal consistency (Cronbach’s alpha). For data analysis, descriptive statistics and Pearson correlation test, Regression, cluster analysis and t-test were used. Results: The results showed that there was a positive and significant relationship between sleep quality and academic burnout at the level p<0.05 (r=0.38). There was a negative and significant relationship between social intimacy and academic burnout at the level p<0.05 (r=-0.40). Also, the regression results showed that sleep quality and social intimacy were able to predict 37% and 39% of academic burnout respectively. Moreover, the students were divided into two clusters of individuals with high social intimacy and individuals with low social intimacy. No significant difference was found between the two types in terms of the variable of academic burn-out. Conclusion: Based on the research results, it can be stated that the variables of sleep quality and social intimacy are the predictor factors of academic burn

  3. Interpersonal value profiles and analysis of adolescent academic performance and social thinking

    PubMed Central

    Gázquez, José J.; Sainz, Jorge; Pérez-Fuentes, María del C.; Molero, María del M.; Soler, Francisco J.

    2015-01-01

    The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence. PMID:25999891

  4. The wired generation: academic and social outcomes of electronic media use among university students.

    PubMed

    Jacobsen, Wade C; Forste, Renata

    2011-05-01

    Little is known about the influence of electronic media use on the academic and social lives of university students. Using time-diary and survey data, we explore the use of various types of electronic media among first-year students. Time-diary results suggest that the majority of students use electronic media to multitask. Robust regression results indicate a negative relationship between the use of various types of electronic media and first-semester grades. In addition, we find a positive association between social-networking-site use, cellular-phone communication, and face-to-face social interaction. PMID:20961220

  5. Information and communications technology, culture, and medical universities; organizational culture and netiquette among academic staff

    PubMed Central

    Yarmohammadian, Mohammad Hossein; Iravani, Hoorsana; Abzari, Mehdi

    2012-01-01

    Introduction: Netiquette is appropriate behavioral etiquette when communicating through computer networks or virtual space. Identification of a dominant organizational culture and its relationship with a network culture offers applied guidelines to top managers of the university to expand communications and develop and learn organization through the use of the internet. The aim of this research was to examine the relationship between netiquette and organizational culture among faculty members of the Isfahan University of Medical Sciences (IUMS), Iran. Materials and Methods: To achieve this aim, the research method in this study was correlational research, which belonged to the category of descriptive survey research. The target population comprised of 594 faculty members of the IUMS, from which a sample of 150 was randomly selected, based on a simple stratified sampling method. For collecting the required data, two researcher-made questionnaires were formulated. Even as the first questionnaire tended to measure the selected sample members’ organizational culture according to Rabbin's model (1999), the latter was designed in the Health Management and Economic Research Center (HMERC), to evaluate netiquette. The reliability of the questionnaires was computed by Choronbach's alpha coefficient formula and they happened to be 0.97 and 0.89, respectively. Ultimately, SPSS Version #15 was used for the statistical analysis of the data. Results: The findings revealed that the organizational culture and netiquette were below average level among the sample members, signifying a considerable gap in the mean. In spite of that, there was no significant relationship between netiquette and the organizational culture of the faculty members. Conclusion: Emphasizing the importance of cultural preparation and a network user's training, this research suggests that the expansion of network culture rules among IUMS and organizational official communications, through the use of internet

  6. Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors.

    PubMed

    Ledford, Jennifer R; Wehby, Joseph H

    2015-06-01

    Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD. PMID:25409705

  7. You Never Walk Alone: Recommending Academic Events Based on Social Network Analysis

    NASA Astrophysics Data System (ADS)

    Klamma, Ralf; Cuong, Pham Manh; Cao, Yiwei

    Combining Social Network Analysis and recommender systems is a challenging research field. In scientific communities, recommender systems have been applied to provide useful tools for papers, books as well as expert finding. However, academic events (conferences, workshops, international symposiums etc.) are an important driven forces to move forwards cooperation among research communities. We realize a SNA based approach for academic events recommendation problem. Scientific communities analysis and visualization are performed to provide an insight into the communities of event series. A prototype is implemented based on the data from DBLP and EventSeer.net, and the result is observed in order to prove the approach.

  8. Social Errors in Four Cultures: Evidence about Universal Forms of Social Relations.

    ERIC Educational Resources Information Center

    Fiske, Alan Page

    1993-01-01

    To test the cross-cultural generality of relational-models theory, 4 studies with 70 adults examined social errors of substitution of persons for Bengali, Korean, Chinese, and Vai (Liberia and Sierra Leone) subjects. In all four cultures, people tend to substitute someone with whom they have the same basic relationship. (SLD)

  9. Cultural variation in children's social organization.

    PubMed

    Mejía-Arauz, Rebeca; Rogoff, Barbara; Dexter, Amy; Najafi, Behnosh

    2007-01-01

    This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children. PMID:17517018

  10. Social psychology, terrorism, and identity: a preliminary re-examination of theory, culture, self, and society.

    PubMed

    Arena, Michael P; Arrigo, Bruce A

    2005-01-01

    This article relies upon structural symbolic interactionism and five of its organizing concepts (i.e. symbols, the definition of the situation, roles, socialization and role-taking, and the self) to put forth a novel conceptual framework for understanding the terrorist identity. In order to demonstrate the practical utility of the framework, applications to various terrorist groups around the globe are incorporated into the analysis. Overall, both the theoretical and application work help reorient the academic and practitioner behavioral science communities to the importance of culture, self, and society when investigating one's membership in and identity through militant extremist organizations. Given the unique approach taken by this article, several provisional implications are delineated. In particular, future research on terrorism, strategies linked to counter-terrorism, legal and public policy reform, and the relevance of utilizing a sociologically animated social psychology in the assessment of other forms of criminal behavior are all very tentatively explored. PMID:16094631

  11. Social Interactions in the Neighborhood: Cultural Approach to Social Integration of Individuals with Mental Retardation.

    ERIC Educational Resources Information Center

    Calvez, Marcel

    1993-01-01

    Community integration of individuals with mental retardation in Treguier, Brittany (France) was examined. A grid-group typology of cultural regimes was employed to measure change in social status as reflected in social interactions. Each regime linked the presence of individuals with mental retardation to shared values in a community and produced…

  12. Social Cognitive Predictors of Academic Interests and Goals in South Korean Engineering Students

    ERIC Educational Resources Information Center

    Kim, Min Sun; Seo, Young Seok

    2014-01-01

    The purpose of this study was to investigate the applicability of social cognitive career theory (SCCT) in a cross-cultural setting by examining the relationships between the social cognitive variables of South Korean engineering students and their engineering interests and major choice goals across university type and gender. Participants (N =…

  13. Cognitive Adaptation to the Experience of Social and Cultural Diversity

    ERIC Educational Resources Information Center

    Crisp, Richard J.; Turner, Rhiannon N.

    2011-01-01

    Diversity is a defining characteristic of modern society, yet there remains considerable debate over the benefits that it brings. The authors argue that positive psychological and behavioral outcomes will be observed only when social and cultural diversity is experienced in a way that challenges stereotypical expectations and that when this…

  14. Elementary Social Studies Curriculum Guide. Grade 6. World Cultures.

    ERIC Educational Resources Information Center

    Saginaw Public Schools, MI.

    One of a series of social studies curriculum guides, this publication outlines a sixth-grade course on world cultures. Material is presented in two parts. Part 1, an overview of the program, contains an introduction, a statement of philosophy, an outline of elementary level scope and sequence, a description of Michigan mandated essential skill and…

  15. Collaborative Voices Exploring Culturally and Socially Responsive Literacies

    ERIC Educational Resources Information Center

    Medina, Carmen L.; del Rocio Costa, Maria

    2010-01-01

    This piece shares preservice teachers and instructors reflections on their perceptions of a course on Spanish language arts methods in Puerto Rico. The course was redesigned to focus on interrelated curricular and pedagogical aspects such as literacies as situated social practice, funds of knowledge, popular culture and critical literacy. In…

  16. Cross-Cultural Social Psychology Newsletter. Volume 5, Number 2.

    ERIC Educational Resources Information Center

    Tanaka, Yasumasa, Ed.

    This international newsletter, published since 1968, provides cross-cultural and cross-national midi-communications in social psychology. Usually included are: 1) notices of international conferences, institutes, or seminars, 2) a list of new publications, 3) letters to the editor, 4) announcements, and 5) a bibliography of cross-cultural…

  17. Building Social, Human, and Cultural Capital through Parental Involvement

    ERIC Educational Resources Information Center

    Bjork, Lars G.; Lewis, Wayne D.; Browne-Ferrigno, Tricia; Donkor, Anthony

    2012-01-01

    This article examines the relationship between schools and society in the United States and uses human, social, and cultural capital theories to reframe the discussion of the role of schools in nurturing parent engagement. We argue that the ramifications of parent engagement in schools transcend functionalist ideas of complying with state and…

  18. Clinical work with minorities in Japan: social and cultural context.

    PubMed

    Murphy-Shigematsu, S

    1999-10-01

    Psychotherapeutic work in Japan with minority populations requires an understanding of their specific social and cultural context. Clinical case studies of individuals of burakumin, Korean, and mixed ancestry illustrate the complex issues of prejudice, discrimination, legal contraints, state ideology, and popular mythology of homogeneity that each brings to counseling. Clinical approaches, guided by a multicultural counseling and therapy framework, are discussed. PMID:10553459

  19. Historical and Theoretical Development of Culturally Competent Social Work Practice

    ERIC Educational Resources Information Center

    Kohli, Hermeet K.; Huber, Ruth; Faul, Anna C.

    2010-01-01

    This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of…

  20. Social and Cultural Factors That Effect University Women Managers

    ERIC Educational Resources Information Center

    Arslan, Hasan; Sabo, Helena Maria; Siyli, Nese Aysin

    2012-01-01

    In this study, social and cultural effects of the low rate of woman managers at universities are tried to be identified. Women have been increasingly appearing in every field of business; on the other hand, although women compared to men constitute majority in educational organisations, they appear in the positions other than management. We will…

  1. The student-institution fit at university: interactive effects of academic competition and social class on achievement goals

    PubMed Central

    Sommet, Nicolas; Quiamzade, Alain; Jury, Mickaël; Mugny, Gabriel

    2015-01-01

    As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution’s culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor’s study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap. PMID:26124732

  2. The student-institution fit at university: interactive effects of academic competition and social class on achievement goals.

    PubMed

    Sommet, Nicolas; Quiamzade, Alain; Jury, Mickaël; Mugny, Gabriel

    2015-01-01

    As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor's study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap. PMID:26124732

  3. Department-level change: Using social network analysis to map the hidden structure of academic departments

    NASA Astrophysics Data System (ADS)

    Henderson, Charles; Quardokus, Kathleen

    2013-01-01

    Efforts to improve teaching in higher education have often focused on individual faculty. However, there is a growing consensus that the academic department is a more productive focus of change initiatives. Yet, academic departments are not all the same. Understanding the structure of relationships within a department is important for identifying who should be involved in the change effort and in what roles. It is also likely that a successful change effort will modify the structure of relationships within a department. This paper presents the preliminary results from a study of two academic departments at a research university. A social network for each department was constructed based on a web survey that asked faculty to identify colleagues with whom they had teaching-related conversations. We identify characteristics of the individuals and departments and describe how learning about this hidden structure can be beneficial to change agents.

  4. Cultures in conflict: a challenge to faculty of academic health centers.

    PubMed

    Magill, M K; Catinella, A P; Haas, L; Hughes, C C

    1998-08-01

    Academic health centers (AHCs) are experiencing turmoil in all three of their traditional missions of teaching, research, and patient care. The authors examine origins of universities and medical education to place in historical context the stresses affecting AHCs at the end of the 20th century. They describe the cultures of the university to suggest strategies for successful adaptation to these stresses. Clashes of values and norms of the cultures within universities and AHCs can hinder effective adaptation to external change. Administrators, researchers, teachers, and clinicians can have strongly conflicting perspectives. For example, business skill is of increasing importance to the survival of the clinical enterprise, but not typically valued by faculty members. University faculty have often considered accountability as antithetical to academic freedom, and, until recently, accountability was not strongly demanded of AHCs. The authors conclude that AHC faculty must transcend the outdated view that the roles of the scholar, scientist, and healer are in opposition to those of the leader and manager. If AHCs are to survive and prosper through their current cultural transition, their faculty must understand all these roles as part of their intellectual and organizational responsibility. PMID:9736847

  5. Culture, Interpersonal Perceptions, and Happiness in Social Interactions

    PubMed Central

    Oishi, Shigehiro; Koo, Minkyung; Akimoto, Sharon

    2008-01-01

    The authors examined cultural differences in interpersonal processes associated with happiness felt in social interactions. In a false feedback experiment (Study 1a), they found that European Americans felt happier when their interaction partner perceived their personal self accurately, whereas Asian Americans felt happier when their interaction partner perceived their collective self accurately. In Study 1b, the authors further demonstrated that the results from Study 1a were not because of cultural differences in desirability of the traits used in Study 1a. In Studies 2 and 3, they used a 2-week event sampling method and replicated Study 1. Unlike Asian Americans, African Americans were not significantly different from European Americans in the predictors of happiness in social interactions. Together, this research shows that interpersonal affirmation of important aspects of the self leads to happiness and that cultural differences are likely to emerge from the emphasis placed on different aspects of the self. PMID:18272801

  6. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support. PMID:25528592

  7. Academic Culture, Business Culture, and Measuring Achievement Differences: Internal Auditing Views

    ERIC Educational Resources Information Center

    Roth, Benjamin S.

    2012-01-01

    This study explored whether university internal audit directors' views of culture and measuring achievement differences between their institutions and a business were related to how they viewed internal auditing priorities and uses. The Carnegie Classification system's 283 Doctorate-granting Universities were the target population.…

  8. The CARE model of social accountability: promoting cultural change.

    PubMed

    Meili, Ryan; Ganem-Cuenca, Alejandra; Leung, Jannie Wing-sea; Zaleschuk, Donna

    2011-09-01

    On the 10th anniversary of Health Canada and the Association of Faculties of Medicine of Canada's publication in 2001 of Social Accountability: A Vision for Canadian Medical Schools, the authors review the progress at one Canadian medical school, the College of Medicine at the University of Saskatchewan, in developing a culture of social accountability. They review the changes that have made the medical school more socially accountable and the steps taken to make those changes possible. In response to calls for socially accountable medical schools, the College of Medicine created a Social Accountability Committee to oversee the integration of these principles into the college. The committee developed the CARE model (Clinical activity, Advocacy, Research, Education and training) as a guiding tool for social accountability initiatives toward priority health concerns and as a means of evaluation. Diverse faculty and student committees have emerged as a result and have had far-reaching impacts on the college and communities: from changes in curricula and admissions to community programming and international educational experiences. Although a systematic assessment of the CARE model is needed, early evidence shows that the most significant effects can be found in the cultural shift in the college, most notably among students. The CARE model may serve as an important example for other educational institutions in the development of health practitioners and research that is responsive to the needs of their communities. PMID:21785308

  9. Physical fitness and academic performance in primary school children with and without a social disadvantage.

    PubMed

    de Greeff, J W; Hartman, E; Mullender-Wijnsma, M J; Bosker, R J; Doolaard, S; Visscher, C

    2014-10-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the possible moderator effect of SDC. Data on 544 children were collected and analysed (130 SDC, 414 non-SDC, mean age = 8.0 ± 0.7). Physical fitness was measured with tests for cardiovascular and muscular fitness. Academic performance was evaluated using scores on mathematics, spelling and reading. SDC did not differ on physical fitness, compared with non-SDC, but scored significantly lower on academic performance. In the total group, multilevel analysis showed positive associations between cardiovascular fitness and mathematics (β = 0.23), and between cardiovascular fitness and spelling (β = 0.16), but not with reading. No associations were found between muscular fitness and academic performance. A significant interaction effect between SDC and cardiovascular fitness was found for spelling. To conclude, results showed a specific link between cardiovascular fitness and mathematics, regardless of socioeconomic status. SDC did moderate the relationship between cardiovascular fitness and spelling. PMID:25092881

  10. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    PubMed

    Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

    2008-01-01

    This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

  11. Public Health, Academic Medicine, and the Alcohol Industry’s Corporate Social Responsibility Activities

    PubMed Central

    Robaina, Katherine

    2013-01-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry’s economic interests. PMID:23237151

  12. Public health, academic medicine, and the alcohol industry's corporate social responsibility activities.

    PubMed

    Babor, Thomas F; Robaina, Katherine

    2013-02-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry's economic interests. PMID:23237151

  13. Effect of youth culture music on high school students' academic performance.

    PubMed

    Lavoie, J C; Collins, B R

    1975-03-01

    This study investigated the assumption that youth culture orientation adversely affects school performance, using rock music as the youth culture component. Adolescents in grades 9-12 were assigned to a subject matter topic in the area of literature, mathematics, physical science, or social science and requested to study this topic intensely for 30 min in a music condition consisting of rock, classical, or no music. The subjects then were tested on their retention of the factual content of the article either immediately after the study period, 1 day later, or 3 days later. Retention was significantly lower in the rock music condition. Students recalled more content in the literature topic and in the immediate test. The results are discussed with reference to a social learning theory interpretation of youth culture. PMID:24414436

  14. How cultural evolutionary theory can inform social psychology and vice versa.

    PubMed

    Mesoudi, Alex

    2009-10-01

    Cultural evolutionary theory is an interdisciplinary field in which human culture is viewed as a Darwinian process of variation, competition, and inheritance, and the tools, methods, and theories developed by evolutionary biologists to study genetic evolution are adapted to study cultural change. It is argued here that an integration of the theories and findings of mainstream social psychology and of cultural evolutionary theory can be mutually beneficial. Social psychology provides cultural evolution with a set of empirically verified microevolutionary cultural processes, such as conformity, model-based biases, and content biases, that are responsible for specific patterns of cultural change. Cultural evolutionary theory provides social psychology with ultimate explanations for, and an understanding of the population-level consequences of, many social psychological phenomena, such as social learning, conformity, social comparison, and intergroup processes, as well as linking social psychology with other social science disciplines such as cultural anthropology, archaeology, and sociology. PMID:19839691

  15. Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

    PubMed

    Murry, Velma McBride; Berkel, Cady; Brody, Gene H; Miller, Shannon J; Chen, Yi-Fu

    2009-01-01

    Data obtained from 2 waves of a longitudinal study of 671 rural African American families with an 11-year-old preadolescent were used to examine pathways through which racial and ethnic socialization influence youth self-presentation, academic expectations, and academic anticipation. Structural equation modeling analyses indicated that racial and ethnic socialization were linked with youth expectations for and anticipation of academic success through youth self-pride, which included racial identity and self-esteem, and through academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization to attain a better understanding of the ways in which these parenting domains uniquely forecast youth self-pride and academic orientation. PMID:19209975

  16. Social Status and Anger Expression: The Cultural Moderation Hypothesis

    PubMed Central

    Park, Jiyoung; Kitayama, Shinobu; Markus, Hazel R.; Coe, Christopher L.; Miyamoto, Yuri; Karasawa, Mayumi; Curhan, Katherine B.; Love, Gayle D.; Kawakami, Norito; Boylan, Jennifer Morozink; Ryff, Carol D.

    2013-01-01

    Individuals with lower social status have been reported to express more anger, but this evidence comes mostly from Western cultures. Here, we used representative samples of American and Japanese adults and tested the hypothesis that the association between social status and anger expression depends on whether anger serves primarily to vent frustration, as in the United States, or to display authority, as in Japan. Consistent with the assumption that lower social standing is associated with greater frustration stemming from life adversities and blocked goals, Americans with lower social status expressed more anger, with the relationship mediated by the extent of frustration. In contrast, consistent with the assumption that higher social standing affords a privilege to display anger, Japanese with higher social status expressed more anger, with the relationship mediated by decision-making authority. As expected, anger expression was predicted by subjective social status among Americans and by objective social status among Japanese. Implications for the dynamic construction of anger and anger expression are discussed. PMID:24098926

  17. Social status and anger expression: the cultural moderation hypothesis.

    PubMed

    Park, Jiyoung; Kitayama, Shinobu; Markus, Hazel R; Coe, Christopher L; Miyamoto, Yuri; Karasawa, Mayumi; Curhan, Katherine B; Love, Gayle D; Kawakami, Norito; Boylan, Jennifer Morozink; Ryff, Carol D

    2013-12-01

    Individuals with lower social status have been reported to express more anger, but this evidence comes mostly from Western cultures. Here, we used representative samples of American and Japanese adults and tested the hypothesis that the association between social status and anger expression depends on whether anger serves primarily to vent frustration, as in the United States, or to display authority, as in Japan. Consistent with the assumption that lower social standing is associated with greater frustration stemming from life adversities and blocked goals, Americans with lower social status expressed more anger, with the relationship mediated by the extent of frustration. In contrast, consistent with the assumption that higher social standing affords a privilege to display anger, Japanese with higher social status expressed more anger, with the relationship mediated by decision-making authority. As expected, anger expression was predicted by subjective social status among Americans and by objective social status among Japanese. Implications for the dynamic construction of anger and anger expression are discussed. PMID:24098926

  18. Using Culturally Sensitive Theories and Research To Meet the Academic Needs of Low-Income African American Children.

    ERIC Educational Resources Information Center

    Tucker, Carolyn M.; Herman, Keith C.

    2002-01-01

    Economic and social barriers to the academic and social success of many African American children are persistent. This provides impetus for developing community-based partnership education programs designed to empower African American children. The Research-Based Model Partnership Education Program one such university-school-community partnership…

  19. Democratization of Education as Prerequisite for Social Economic and Cultural Progress in a Multi-Cultural Society

    ERIC Educational Resources Information Center

    Madumere, S. C.; Olisaemeka, B. U.

    2011-01-01

    This paper focuses on democratization of education as a prerequisite for social, economic and cultural progress in a multi-cultural society, such as Nigeria. Attempt was made to define and explain the major concepts in the paper. Education was explained as an instrument of democracy and as function of socialization, culture and economic…

  20. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. PMID:25258563

  1. Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School

    ERIC Educational Resources Information Center

    Burchinal, Margaret R.; Roberts, Joanne E.; Zeisel, Susan A.; Rowley, Stephanie J.

    2008-01-01

    The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement…

  2. The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie

    2011-01-01

    Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems…

  3. Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety

    ERIC Educational Resources Information Center

    Smith, Tara; Renk, Kimberly

    2007-01-01

    This study examined potential predictors of the academic-related stress experienced by college students. In particular, the relationships among the coping strategies used by college students, social support, the parenting style used by college students' mothers and fathers, college students' experience of anxiety, and academic-related stress were…

  4. The Effects of GIS on Students' Academic Achievement and Motivation in Seventh-Grade Social Studies Lessons in Turkey

    ERIC Educational Resources Information Center

    Aladag, Elif

    2010-01-01

    This study sought to determine the effect of Geographic Information Systems (GIS) on the academic achievement and motivation of seventh-grade students. The study used a quasi-experimental design and a set of social studies lessons. The study was conducted over the 2006-2007 academic year on the students of a primary school at Ankara, Turkey's…

  5. The Effect of the Single-Parent Family on the Academic, Emotional, and Social Achievement of the Elementary School Child.

    ERIC Educational Resources Information Center

    DiSibio, Robert A.

    Literature is reviewed to identify findings indicating the effects of the one-parent family on the elementary school child's academic achievement and social and emotional development. While findings are contradictory in the area of academic achievement, it is concluded that disruption in home life accompanying death, separation, or divorce is…

  6. Effectiveness of skills for academic and social success (SASS) with Portuguese adolescents.

    PubMed

    Vagos, Paula; Pereira, Anabela; Warner, Carrie Masia

    2015-01-01

    Social fears are common among adolescents and may considerably impair their lives. Even so, most adolescents do not seek professional help for these difficulties, making it important to promote evidence-based and preventive interventions in community samples. This research presents the effectiveness of an intervention with a group of five female adolescents who reported serious interference of their social fears in their daily life. At post-intervention, effectiveness was noticeable by high recovery, reliable individual change, and intragroup statistical change. The intervention showed impact for measures of social anxiety, avoidance, and assertiveness, and such impact was steady at 3-month follow-up. These findings add to the cumulative and transcultural evidence on the effectiveness of Skills for Academic and Social Success (SASS). PMID:25513945

  7. Academic Stress as a Health Measure and Its Relationship to Patterns of Emotion in Collectivist and Individualist Cultures: Similarities and Differences

    ERIC Educational Resources Information Center

    Kormi-Nouri, Reza; MacDonald, Shane; Farahani, Mohammad-Naghy; Trost, Kari; Shokri, Omid

    2015-01-01

    The present study investigates academic stress in two different cultures, the Iranian as a collectivist culture, and the Swedish as an individualist culture. A total of 616 university students (312 Iranian and 304 Swedish) participated in the study. The results show that Swedish students experience more academic stress than Iranian students.…

  8. Family Group Conferences and Cultural Competence in Social Work

    PubMed Central

    Barn, Ravinder; Das, Chaitali

    2016-01-01

    Family Group Conferences (FGCs) as a method of preventive work came into being over two decades ago. The FGC approach arose from a minority cultural perspective and the rising numbers of Maori children in state care in New Zealand. Two decades after the Family Rights Group first championed FGC in the UK, it is a great concern that we know little or nothing about how such an approach is being utilised with culturally diverse families in the UK. This paper draws upon an empirical study carried out in London to ascertain the views and experiences of social and community work FGC coordinators and managers, located in statutory and non-government organisations, who employed the FGC approach with culturally diverse families. Findings from this study are discussed in the context of extant research literature into the nature and extent of involvement of black and minority ethnic (BME) families with child welfare services across the globe. Moreover, given the inherent emphasis on the foundational ‘cultural framework’ of the FGC approach, the paper makes an important contribution to the literature on cultural competence within social work through the practice of FGC. PMID:27559207

  9. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. PMID:25521785

  10. Culture Shapes Empathic Responses to Physical and Social Pain

    PubMed Central

    2016-01-01

    The present research investigates the extent to which cultural background moderates empathy in response to observing someone undergoing physical or social pain. In 3 studies, we demonstrate that, East Asian and White British participants differ in both affective and cognitive components of their empathic reactions in response to someone else’s pain. Compared with East Asian participants, British participants report greater empathic concern and show lower empathic accuracy. More important, findings cannot be explained by an in-group advantage effect. Potential reasons for observed cultural differences are discussed. PMID:26950365

  11. Culture shapes empathic responses to physical and social pain.

    PubMed

    Atkins, David; Uskul, Ayse K; Cooper, Nicholas R

    2016-08-01

    The present research investigates the extent to which cultural background moderates empathy in response to observing someone undergoing physical or social pain. In 3 studies, we demonstrate that East Asian and White British participants differ in both affective and cognitive components of their empathic reactions in response to someone else's pain. Compared with East Asian participants, British participants report greater empathic concern and show lower empathic accuracy. More important, findings cannot be explained by an in-group advantage effect. Potential reasons for observed cultural differences are discussed. (PsycINFO Database Record PMID:26950365

  12. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya

    PubMed Central

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-01-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role—serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as ‘inter-group connectors’. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the ‘connector/betweenness’ measure. We propose that a composite score rather than traditional ‘betweenness centrality’, provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health

  13. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya.

    PubMed

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-06-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role-serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as 'inter-group connectors'. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the 'connector/betweenness' measure. We propose that a composite score rather than traditional 'betweenness centrality', provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies. PMID

  14. Family Cultural Socialization Practices and Ethnic Identity in College-Going Emerging Adults

    ERIC Educational Resources Information Center

    Juang, Linda; Syed, Moin

    2010-01-01

    We examined how family cultural socialization related to the ethnic identity of Asian American, Latino, White, and Mixed-Ethnic emerging adults (N = 225). Greater family cultural socialization was related to greater ethnic identity exploration and commitment. Ethnic minority students reported higher levels of family cultural socialization and…

  15. Thinking about the Notion of "Cross-Cultural" from a Social Semiotic Perspective

    ERIC Educational Resources Information Center

    Kress, Gunther

    2012-01-01

    In this article the main question is: what might Social Semiotics offer to studies of the "cross-cultural"? Social Semiotics distinguishes between "society" and "culture". "The social" is the domain of "interaction" seen as semiotic work, organized in fields of power. "Culture" is the repository of semiotic resources, of material and non-material…

  16. Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences.

    PubMed

    Díaz-Morales, Juan F; Escribano, Cristina

    2015-01-01

    Adolescents in high school suffer from circadian misalignment, undersleeping on weekdays and oversleeping on weekends. Since high schools usually impose early schedules, adolescents suffer from permanent social jetlag (SJL) and thus are a suitable population to study the effects of SJL on both academic and cognitive performance. In this study, 796 adolescents aged 12-16 years reported information about their sleep habits, morningness-eveningness (M-E), cognitive abilities and grade point average (GPA). Time in bed on both weekdays and weekends was not related to cognitive abilities, and only time in bed on weekdays was related to academic achievement. SJL was negatively related to academic achievement, cognitive abilities (except for vocabulary and verbal fluency abilities) and general cognitive ability (g), whereas M-E was slightly positively related to academic achievement and marginally negatively related to inductive reasoning. Results separated by sex/gender indicated that SJL may be more detrimental to girls' performance, as it was negatively related to a greater number of cognitive abilities and GPA. PMID:26061587

  17. Adolescents' fear of social consequences of academic success as a function of age and sex.

    PubMed

    Ishiyama, F I; Chabassol, D J

    1985-02-01

    The Fear of Success Consequence Scale (FOSC) was used to assess adolescents' fears of potential social consequences of academic success in three dimensions, i.e., negative social reaction, positive peer reaction, and increased pressure and responsibility for continuous success. Subjects were 360 students in early adolescence (grades 7-9) and mid-adolescence (grades 10-12) in three urban British Columbia areas. Two hypotheses were supported: (1) that fear of academic success is higher among early adolescents than among mid-adolescents; (2) that girls generally have higher fear of academic success than do boys. Significant sex differences were found among early adolescents but not among mid-adolescents. While general sex differences were consistent with Horner's prediction, the findings of lower fear of success consequences among older adolescents than among younger ones, and the absence of significant sex difference among mid-adolescents, were contrary to Horner's prediction. Possible explanations for these findings are considered. Suggestions for further research are mentioned. PMID:24301042

  18. A Cross-Cultural Comparison of Korean and American Social Network Sites: Exploring Cultural Differences in Social Relationships and Self-Presentation

    ERIC Educational Resources Information Center

    Cho, Seong Eun

    2010-01-01

    National culture is being challenged as societies evolve from their homogeneous origins. The theoretical base of this study uses two cultural dimensions, individualism-collectivism (Hofstede, 2001) and high-and low-context cultures (Hall, 1976), to unpack the effects of national culture on social network sites (SNSs). This study explores cultural…

  19. Unwritten rules: virtual bargaining underpins social interaction, culture, and society.

    PubMed

    Misyak, Jennifer B; Melkonyan, Tigran; Zeitoun, Hossam; Chater, Nick

    2014-10-01

    Many social interactions require humans to coordinate their behavior across a range of scales. However, aspects of intentional coordination remain puzzling from within several approaches in cognitive science. Sketching a new perspective, we propose that the complex behavioral patterns - or 'unwritten rules' - governing such coordination emerge from an ongoing process of 'virtual bargaining'. Social participants behave on the basis of what they would agree to do if they were explicitly to bargain, provided the agreement that would arise from such discussion is commonly known. Although intuitively simple, this interpretation has implications for understanding a broad spectrum of social, economic, and cultural phenomena (including joint action, team reasoning, communication, and language) that, we argue, depend fundamentally on the virtual bargains themselves. PMID:25073460

  20. Academic and social dimensions of student experience: The high school science classroom

    NASA Astrophysics Data System (ADS)

    Longo, Ellen O'neil

    In this study I asked how classroom participants defined and acted on academic and social dimensions of classroom life. Because little is known about how students think and feel about classroom experience (Erickson & Schultz, 1992), I focused on their perspectives. In attempting to sort out and report student perspectives, I used a case of one high school science classroom, Mr. Dansen's. Approaching the study of that case much like an anthropologist would, I treated the classroom as a "local world of science with characteristic habits of mind, behaviors, and meaning systems" (Page, 1994, p. 6). I assumed the centrality of meaning in guiding human behavior, accordingly, I used a social constructivist or interpretive theoretical lens. Ethnographic methods were used to document participants' views across a range of strategies: Classroom observations, interviews, a student focus group, a brief questionnaire, and the collection of school and classroom documents. I concluded that curriculum meaning-making is a series of balancing acts. In lessons teachers and students juggle diverse often contradictory academic and social relations. All of the situated activity constructs a fundamental imbalance in classroom experience. Students react to that perceived imbalance. Specifically, three categories of student response were ascertained. One, student isolates or those who withdraw significantly on some academic or social measure, about 45% of students in his class. Two, student enthusiasts; or those most enthusiastic about science and their science teacher, only 5% of students. Three, students who are ambivalent and waffle between engagement and withdrawal, about 50% of students. In sum, students withdrew in large numbers from the educational encounter. The major implication of this research is that students are clear-headed in their assessments of classroom life. Students' interpretations, in turn, directly influence whether or why they find school knowledge important. Thus

  1. Teaching Children with Autism in Small Groups with Students Who Are At-Risk for Academic Problems: Effects on Academic and Social Behaviors

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wehby, Joseph H.

    2015-01-01

    Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction…

  2. College Success: First Year Seminar's Effectiveness on Freshmen Academic and Social Integration, Impact on Academic Achievement and Retention at a Southern Institution

    ERIC Educational Resources Information Center

    Malik, Tarun

    2011-01-01

    Increasing student retention and improving graduation rates continues to remain a critical issue for undergraduate institutions. Previous research suggests that student attrition is predominantly voluntary, and is influenced by institutional characteristics. The importance of academic and social integration as a strategy to reduce attrition is…

  3. Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

    PubMed

    Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

    2010-08-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. PMID:20609850

  4. [Review on the association between social culture and HIV prevalence among MSM in China].

    PubMed

    He, Huijing; Lyu, Fan

    2015-11-01

    Social culture have significant influence on HIV transmission. Men who have sex with men (MSM), have their own sub-culture, by which made them very different with other population in social norm, behavior mode, as well as some HIV related behavior and the disease transmission risk. Up to date, study focused on the association between social culture and HIV transmission among MSM was limited, thus we reviewed relevant studies in the view of social culture and sub-culture of MSM, analyzed how social culture could potentially influence HIV transmission, and how sub-culture could affect MSM's friend-making, HIV risk behaviors in three aspects including social identity, social norm and social development. Furthermore, we provided some recommendations and suggestions on the future work. PMID:26833018

  5. Linking Parental Socialization to Interpersonal Protective Processes, Academic Self-Presentation, and Expectations among Rural African American Youth

    PubMed Central

    Murry, Velma McBride; Berkel, Cady; Brody, Gene H.; Miller, Shannon J.; Chen, Yi-fu

    2008-01-01

    Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. PMID:19209975

  6. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  7. "Queering" and Querying Academic Identities in Postgraduate Education

    ERIC Educational Resources Information Center

    Maritz, Jeanette; Prinsloo, Paul

    2015-01-01

    In the social imaginary of higher education, there are many mutually constitutive forces shaping academic identities, such as academics' habitus, dispositions, race, gender and student expectations. Our queer academic identities are furthermore robustly intertwined with, and emerging within, cultural, political and economic histories and…

  8. American, Chinese, and Japanese Students' Acceptance of Their Parents' Values about Academic and Social Activities.

    ERIC Educational Resources Information Center

    Chen, Chuansheng

    This study investigates cross-cultural differences in students' acceptance of their parents' values about education and social activities. It also examines the relation between acceptance of values and such factors as type of values, knowledge of parental values, mathematics achievement, and psychological well-being. Participants were over 3,000…

  9. The inexorable rise of gender and the decline of sex: social change in academic titles, 1945-2001.

    PubMed

    Haig, David

    2004-04-01

    More than 30 million titles of "academic" articles, from the years 1945-2001, were surveyed for occurrences of the words sex and gender. At the beginning of this period, uses of gender were much rarer than uses of sex, and often used in the sense of a grammatical category. By the end of this period, uses of gender outnumbered uses of sex in the social sciences, arts, and humanities. Within the natural sciences, there was now more than 1 use of gender for every 2 uses of sex. The beginnings of this change in usage can be traced to Money's introduction of the concept of "gender role" in 1955 (J. Money, 1955). However, the major expansion in the use of gender followed its adoption by feminists to distinguish the social and cultural aspects of differences between men and women (gender) from biological differences (sex). Since then, the use of gender has tended to expand to encompass the biological, and a sex/gender distinction is now only fitfully observed. PMID:15146141

  10. Building a Culture of Continuous Quality Improvement in an Academic Radiology Department.

    PubMed

    Katzman, Gregory L; Paushter, David M

    2016-04-01

    As we enter a new era of health care in the United States, radiologists must be adequately prepared to prove, and continually improve, our value to our customers. This goal can be achieved in large part by providing high-quality services. Although quality efforts on the national and international levels provide a framework for improving radiologic quality, some of the greatest opportunities for quality improvement can be found at the departmental level, through the implementation of total quality management programs. Establishing such a program requires not only strong leadership and employee engagement, but also a firm understanding of the multiple total quality management tools and continuous quality improvement strategies available. In this article, we discuss key tools and strategies required to build a culture of continuous quality improvement in an academic department, based on our experience. PMID:26896936

  11. Competency-based medical education and scholarship: Creating an active academic culture during residency.

    PubMed

    Bourgeois, James A; Hategan, Ana; Azzam, Amin

    2015-10-01

    The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty members provide sufficient mentoring. These academically empowered residents have the advantage of early experience in the areas of scholarly discovery, integration, application, and teaching. Herein, the authors review the importance of instituting the germinal stages of scholarly productivity in the creation of an active scholarly culture during residency. Clear and consistent institutional and departmental strategies to promote scholarly development during residency are highly encouraged. PMID:26449362

  12. Higher frequency of social learning in China than in the West shows cultural variation in the dynamics of cultural evolution.

    PubMed

    Mesoudi, Alex; Chang, Lei; Murray, Keelin; Lu, Hui Jing

    2015-01-01

    Cultural evolutionary models have identified a range of conditions under which social learning (copying others) is predicted to be adaptive relative to asocial learning (learning on one's own), particularly in humans where socially learned information can accumulate over successive generations. However, cultural evolution and behavioural economics experiments have consistently shown apparently maladaptive under-utilization of social information in Western populations. Here we provide experimental evidence of cultural variation in people's use of social learning, potentially explaining this mismatch. People in mainland China showed significantly more social learning than British people in an artefact-design task designed to assess the adaptiveness of social information use. People in Hong Kong, and Chinese immigrants in the UK, resembled British people in their social information use, suggesting a recent shift in these groups from social to asocial learning due to exposure to Western culture. Finally, Chinese mainland participants responded less than other participants to increased environmental change within the task. Our results suggest that learning strategies in humans are culturally variable and not genetically fixed, necessitating the study of the 'social learning of social learning strategies' whereby the dynamics of cultural evolution are responsive to social processes, such as migration, education and globalization. PMID:25392473

  13. Higher frequency of social learning in China than in the West shows cultural variation in the dynamics of cultural evolution

    PubMed Central

    Mesoudi, Alex; Chang, Lei; Murray, Keelin; Lu, Hui Jing

    2015-01-01

    Cultural evolutionary models have identified a range of conditions under which social learning (copying others) is predicted to be adaptive relative to asocial learning (learning on one's own), particularly in humans where socially learned information can accumulate over successive generations. However, cultural evolution and behavioural economics experiments have consistently shown apparently maladaptive under-utilization of social information in Western populations. Here we provide experimental evidence of cultural variation in people's use of social learning, potentially explaining this mismatch. People in mainland China showed significantly more social learning than British people in an artefact-design task designed to assess the adaptiveness of social information use. People in Hong Kong, and Chinese immigrants in the UK, resembled British people in their social information use, suggesting a recent shift in these groups from social to asocial learning due to exposure to Western culture. Finally, Chinese mainland participants responded less than other participants to increased environmental change within the task. Our results suggest that learning strategies in humans are culturally variable and not genetically fixed, necessitating the study of the ‘social learning of social learning strategies' whereby the dynamics of cultural evolution are responsive to social processes, such as migration, education and globalization. PMID:25392473

  14. Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

    ERIC Educational Resources Information Center

    Conole, Grainne; Galley, Rebecca; Culver, Juliette

    2011-01-01

    This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and…

  15. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  16. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in…

  17. The Relationship of Academic and Social Cognition to Behaviour in Bullying Situations among Greek Primary School Children

    ERIC Educational Resources Information Center

    Andreou, Eleni; Metallidou, Panagiota

    2004-01-01

    This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression,…

  18. Pre-Kindergarten and Kindergarten Classroom Quality and Children's Social and Academic Skills in Early Elementary Grades

    ERIC Educational Resources Information Center

    Mokrova, Irina; Broekhuizen, Martine; Burchinal, Margaret

    2015-01-01

    A growing body of research has shown that high quality early care and education (ECE) is positively related to the development of children's social and academic skills (e.g., Barnett, 2011; Lamb & Ahnert, 2006; NICHD ECCRN, 2006). There is evidence that high quality ECE experiences can improve children's levels of social adjustment (Bierman et…

  19. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

    ERIC Educational Resources Information Center

    Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2009-01-01

    The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

  20. The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

    ERIC Educational Resources Information Center

    Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2015-01-01

    The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…