Victoria Millar, Linda Hobbs, Christopher Speldewinde and Jan van Driel
Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not…
Abstract
Purpose
Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls’ STEM participation. In Australia, a number of these initiatives have emphasised role models and mentors. This paper seeks to understand the influence of role models and mentors on girls’ STEM identities.
Design/methodology/approach
This paper presents qualitative research undertaken with STEM experts into the influences on girls’ STEM identities. Data were collected through three phases involving semi-structured interviews, a forum and focus groups. Thematic analysis identified the importance of mentoring and role modelling in shaping girls’ STEM participation and identities.
Findings
This paper provides a basis for rethinking how and when role models and mentors can assist girls in making decisions about STEM. In particular, it reveals the need for role models and mentors to consider the role of relatability in developing girls’ STEM identities and the need to do this at multiple points throughout girls’ lives.
Originality/value
This article captures the perspectives of multiple experts involved in a variety of STEM professions on the topic of how mentors and role models can influence girls to consider STEM professions. Utilising the concept of identity, this paper sheds new light on girls’ interactions with role models and mentors and the value of storying in role modelling and mentoring relationships as an important component of girls’ identity work in relation to STEM.
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Jill E. Hobbs and Linda M. Young
Closer vertical co‐ordination of supply chains is becoming a prevalent feature in the agri‐food sectors of many countries. Presents a framework within which to analyse these…
Abstract
Closer vertical co‐ordination of supply chains is becoming a prevalent feature in the agri‐food sectors of many countries. Presents a framework within which to analyse these changes. The framework links drivers for change to product characteristics, which in turn affect transaction characteristics and transaction costs, thereby leading to a change in vertical co‐ordination. A case study of the US grains industry provides an illustration of the framework. Implications for agricultural producers, producer groups and policy makers are discussed.
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I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable…
Abstract
I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.
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Alan Bleakley, Adrian Hobbs, James Boyden and Linda Walsh
Work in progress is reported for a research project aiming to improve multiprofessional teamworking in operating theatres through iterative educational intervention. Experimental…
Abstract
Work in progress is reported for a research project aiming to improve multiprofessional teamworking in operating theatres through iterative educational intervention. Experimental design is combined with collaborative inquiry. The hypothesis is: will planned, complex educational intervention focused upon improving communication in teamwork lead to better patient safety? The project is embedded in a wider educational agenda promoting democratic working practices, and this is reflected in the participative inquiry aspect of the research where operating theatre staff take ownership of the project through establishing common meanings for “good practice”. The cohort involves 300 personnel (surgeons, anaesthetists, nurses and support staff) spread across two theatre complexes (11 theatres in total) in a large UK hospital. The focus of this paper is necessarily upon design and methodology, as the first data set is being gathered and analysed at the time of writing. Future papers will focus upon results and offer conclusions and recommendations.
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Hannah R. Marston, Linda Shore, Laura Stoops and Robbie S. Turner
Linda Charmaraman, Catherine Grevet Delcourt, Sidrah Durrani, Jyontika Kapoor, Amanda M. Richer and Le Fan Xiao
This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of…
Abstract
Purpose
This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of legitimate peripheral participation to “onboard” newcomers.
Design/methodology/approach
Through surveys with 968 early adolescents (average age was 13), the authors quantitatively explored sources and types of guidance for young social media users, popularity of conversation themes related to this guidance and how these conversations are associated with positive social media engagement. The authors qualitatively documented a case study of how a summer workshop of 17 students promotes positive social media use through a community of practice.
Findings
Although early adolescent girls reported that they more frequently talked to their parents about a wider range of social media topics, same-age peers and younger family members (e.g., siblings, cousins) were also frequent sources. Surprisingly, the authors also found that the source most strongly associated with positive social media use was the peer group. This case study of an intentional community of practice demonstrated how peers go from “peripheral” to “centered” in socializing each other for more positive social media use.
Originality/value
Unlike most prior scholarship on mediating social technology use, this study focuses on a critical developmental period (e.g. early adolescents), sources of guidance other than exclusively parents, explore the specific conversation topics that offer guidance and document an informal community of practice for girls that provides the training ground for peers and adult facilitators to codesign more positive social media spaces.
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Arghya Sarkhel, Linda Butterworth, Sabu Varughese, Harish Rao and Jason Luty
To establish the how far the leading psychiatric journals from the USA and UK show any favouritism to researchers from the journals' host countries. Retrospective review of…
Abstract
To establish the how far the leading psychiatric journals from the USA and UK show any favouritism to researchers from the journals' host countries. Retrospective review of original data‐based research reports published in 2006 from the five highest impact general psychiatric journals.British authors were 10 times more likely to appear as authors in two general psychiatry journals that are UK based than the three USA based journals (odds ratio=10.37 CI=8.95 to 12.02). American authors were 13 times more likely to publish in three leading three American psychiatry journals compared to British journals (odds ratio=14.27 CI=12.39 to 16.45). It is difficult to explain why researchers appear so much more likely to appear as authors in the host countries' journals other than by invoking some form of bias or favouritism in journals' editorial procedures. This creates a particular disadvantage for research outside the USA and UK.Research is funded and disseminated based on publications in high impact medical journals. If medical journals are xenophobic, that is they preferentially publish articles from their host countries, this severely disadvantages research in less developed countries, of which, many host no medical journals. For example simple, inexpensive research, such as the provision of non‐proprietary antidepressants and antipsychotics or measures to prevent the epidemic of alcohol and tobacco related problems in developed countries may be hugely beneficial to millions of people, but this is unlikely to be researched or disseminated if medical journals are xenophobic.
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Karen Singer-Freeman, Christine Robinson and Linda Bastone
Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within…
Abstract
Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within colleges and universities in the United States. Specifically, we address how assessment professionals (faculty or staff whose primary job involves accreditation or the assessment of student learning) can encourage increased educational equity while supporting academic freedom. The authors offer a unique perspective. As former faculty members, current assessment practitioners, and a current academic administrator, we work to ensure that our institutions are using assessments of student learning to improve learning for all students. This work gives us insight into the ways in which assessment information shapes institutional efforts, balancing the rights of faculty to control the curriculum with the rights of historically underserved students (including students from underserved ethnic or racial groups, first generation college students, students from low-income households, and students with special needs or disabilities) to receive a quality education. We propose that one solution to this apparent conflict is to provide faculty with data that allow them to analyze the ways in which their assessment choices influence educational equity. To contextualize our work in this area we summarize institutional and faculty freedoms and discuss areas of conflict. We then describe ways to reduce areas of conflict by creating a culture of inquiry that centers around consideration of data and opportunities to modify assessments to increase educational equity.
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Beverly B. Ray and Cynthia Lee A. Pemberton
This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11…
Abstract
This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.
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Linda Ferrari, Chad M. Baum, Alessandro Banterle and Hans De Steur
This study jointly examines consumer attitudes towards gene-edited (GE) food and their preferences for labelling such products. Thus, it contributes to understanding the role of…
Abstract
Purpose
This study jointly examines consumer attitudes towards gene-edited (GE) food and their preferences for labelling such products. Thus, it contributes to understanding the role of educational background, objective/subjective knowledge, environmental concern and socio-demographics in the context of GE food.
Design/methodology/approach
An online survey was administered to two generations of young individuals (millennials and Generation Z; n = 234) from two neighbouring European Union (EU) regions (Belgium and The Netherlands), which have a stringent policy on (labelling) genetically modified (GM) food. Ordinary least squares (OLS) and ordered logit models (OLMs) were employed to identify key determinants of attitudes towards GE food and GE labelling preferences, respectively.
Findings
Attitudes towards GE food were determined by environmental concern (negative) and objective knowledge (positive). Key factors influencing preferences for GE labelling were a non-hard-scientific background, knowledge about relevant policies and a negative attitude towards GE food. Preference for applying a similar labelling policy to both GM and GE was itself linked to having low, objective EU policy-related GM food knowledge and one's nationality.
Originality/value
This is one of the first studies to examine consumer attitudes towards GE food products, while also addressing a lack of research on GE food labelling preferences. By highlighting the preferences of young generations for a revised policy approach, this study sheds new light on the current GE debate, notably, by promoting a deeper understanding of a group which has so far received limited attention in the discourse on the acceptance of novel plant-breeding technologies.