7 results
Search Results
2. Negotiating the dichotomy of Boffin and Triad: British-Chinese pupils’ constructions of ‘laddism’.
- Author
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Francis, Becky and Archer, Louise
- Subjects
- *
SEXUAL psychology , *GENDER , *CHINESE people , *EDUCATION policy , *MASCULINITY , *GENDER differences (Psychology) , *ETHNICITY , *ETHNIC groups , *EDUCATION , *ACADEMIC achievement , *GENDER differences in education - Abstract
Little research has examined constructions of gender among young British-Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British-Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British-Chinese pupils. An overwhelming majority of British-Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British-Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British-Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British-Chinese constructions of masculinity. British-Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourse. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
3. The educational experiences of children in care across five decades: A new perspective on the education of looked after children in the UK.
- Author
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Kenny, Karen
- Subjects
CHILD care ,SOCIAL support ,INTERVIEWING ,EXPERIENCE ,ACADEMIC achievement ,STUDENTS ,SOCIAL skills ,EDUCATIONAL attainment ,EDUCATIONAL outcomes ,GOAL (Psychology) ,CHILDREN - Abstract
Children in care have consistently lower educational attainment than peers who live with their birth families. However, metrics often define 'education' narrowly, focusing on traditional in-school achievements with which this population typically struggles. In this study, interviews with current and former children in care (n = 7, ages: 11–59) revealed that they perceive education in a much broader way, occurring across their life experiences and encompassing both life and social skills. Regardless of their performance in school, participants storied themselves as achievers in the context of this broader concept of 'education' and described positive outcomes such as independence, agency, development of authentic identities and capacity to strive for and achieve goals. These reflections have implications for the provision of social support services and the evaluation of outcomes for children who are taken into the care of the state. For example, it may be valuable to redefine 'education' to include a wider range of activities and to therefore encompass a variety of potential interventions to support development and success. Additionally, there seems to be scope for working more closely with children in care when making decisions, centring their lived experiences and drawing on their insights so as to achieve a better balance of support for both formal and informal educational opportunities. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. The educational aspirations and psychological well-being of adopted young people in the UK.
- Author
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Brown, Andrew, Waters, Cerith S., and Shelton, Katherine H.
- Subjects
ACADEMIC achievement ,CHILD behavior ,PSYCHOLOGY of adopted children ,EMPLOYMENT ,LONGITUDINAL method ,QUESTIONNAIRES ,SURVEYS ,TEENAGERS' conduct of life ,VOCATIONAL guidance ,WELL-being ,ADVERSE childhood experiences - Abstract
Much is hypothesised but little is known about the effects of early adversity on school experience, academic attainment and career aspiration for children and young people adopted from care. Drawing on data from Wave 1 of the Youth (10‒15 years old) Questionnaire (n = 4899) from the United Kingdom Household Longitudinal Survey (UKHLS), also known as Understanding Society, this study explored differences between young people adopted (n = 22) and a matched comparison group (n = 110) on measures of educational and occupational aspirations and psychological well-being. Adopted young people reported higher externalising and total difficulties scores (based on the SDQ, Goodman, 1997) than the general population comparison group, but equivalent internalising symptoms. Adopted children were more likely to show an intention to seek full-time work at the end of compulsory schooling. These findings align with previous research regarding the psychological well-being of adopted children, contribute new knowledge about the aspirations of young people adopted from care and highlight methodological issues when utilising large-scale panel survey data for narrowly defined sub-groups. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
5. Teachers' Perspectives on the Impact of Cleft Lip and/or Palate During the School Years.
- Author
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Guest, Ella, Stock, Nicola Marie, and Ridley, Matthew
- Subjects
TEACHER education ,ACADEMIC achievement ,CLEFT lip ,CONTENT analysis ,CLEFT palate ,ELEMENTARY schools ,EMOTIONS ,HIGH schools ,NEEDS assessment ,SOCIAL skills ,SURVEYS ,TEACHER-student relationships ,PSYCHOLOGY of teachers ,QUALITATIVE research ,TEACHING methods ,PSYCHOLOGY ,THERAPEUTICS - Abstract
Background: Cleft lip and/or palate (CL/P) poses many challenges for those affected throughout the school years, with recent studies pointing to a trend in poor educational outcomes. Previous research has highlighted the important role that teachers play in supporting young people with chronic health conditions yet studies in the field of CL/P suggest that teachers may lack knowledge of the condition, and underestimate pupils' academic ability. Qualitative investigation of the impact of CL/P from the teacher's perspective may provide additional insight as well as potential suggestions for improving the school experience for affected pupils. Methods: Twenty UK preschool, primary, and secondary school teachers with experience of teaching pupils with CL/P completed an open-ended survey, eliciting qualitative data. Results: Qualitative content analysis was performed. Data were presented under 5 key headings: Knowledge of CL/P and its effects, perceived impact of CL/P on education, teachers' training needs, delivery of training, and impact of CL/P on teachers. Teachers were able to identify a number of potential social, emotional, and treatment-related challenges within the school setting, yet did not believe that CL/P would have a long-term impact on pupils' educational achievement. Participating teachers reported that cleft-specific training and access to relevant resources would be highly beneficial. Conclusions: Acting as a platform for future research, this exploratory study provides insight into the challenges faced by teachers and offers suggestions for how to improve teachers' understanding of CL/P, and their confidence in dealing with cleft-related issues. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
6. DIMENSIONS OF EDUCATIONAL AND OCCUPATIONAL ATTAINMENT IN GREAT BRITAIN.
- Author
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Kercknoff, Alan C., Campbell, Richard T., and Trott, Jerry M.
- Subjects
SOCIAL status ,EDUCATION ,OCCUPATIONAL prestige ,ACADEMIC achievement ,POWER (Social sciences) - Abstract
The usual analysis of status attainment has ignored important dimensions of both education and occupation and has consequently underestimated the role of education in the occupational attainment process. We examine four aspects of British educational attainment (years of schooling, type of school attended, examinations passed in school, and qualifications obtained) and four aspects of occupations (prestige, authority, control, and earnings). The analysis is conducted for four ten-year age cohorts of British men. Findings include: (a) No single dimension of educational attainment suffices to represent the effects of education on occupation. (b) Different patterns of the educational attainment measures are important in explaining different dimensions of occupational attainment. (c) The degree to which educational attainment is important for occupational attainment depends on the dimension of occupational attainment considered. (d) The persistent importance of school type in explaining occupational outcomes suggests the importance of "chartering" in British education. (e) The full model varies greatly in its ability to explain occupational outcomes, indicating that alternative models will need to be constructed. [ABSTRACT FROM AUTHOR]
- Published
- 1982
- Full Text
- View/download PDF
7. The Challenge of Developing New Educational Indicators.
- Author
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Willms, J. Douglas and Kerckhoff, Alan C.
- Subjects
EDUCATION ,ACADEMIC achievement ,SOCIAL indicators ,METHODOLOGY - Abstract
Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U.S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of inter district variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessment if it is to produce useful social indicators. [ABSTRACT FROM AUTHOR]
- Published
- 1995
- Full Text
- View/download PDF
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