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Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectives on Culture / Perspektywy Kultury is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from observed gender differences in educational effort and because research considers motivation to be a personal student feature, this study had two aims. First, it examined whether autonomous and controlled motivation are shared by students within a school and whether such a motivation culture is associated with the school's student composition. Second, the study examined whether students', and specifically boys', class engagement and disruptive behaviour are associated with the motivation culture in their school. The main findings of analyses of data from 5162 eighth-grade students (average age 14) in 57 Flemish secondary schools are that (1) schools are characterized by an autonomous and controlled motivated culture that is related to schools' sex and migrant composition and schools' socioeconomic composition, respectively, and (2) boys' disruptive behaviour is related to the autonomous motivation culture, showing boys are more susceptible to their peers' motivation culture. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

A clear pattern has emerged in allopathic medical schools across the United States: Most medical students have stopped going to class. While this trend among students is well known in medical education, few studies to date have examined the underlying sociological mechanisms driving this collective behavior or how these dynamics are related to institutional change in medical education. Drawing on 33 in-depth interviews with medical students in an allopathic medical school, we examine medical student culture and its role in shaping how medical students make sense of the institutionalized licensing requirement of the United States Medical Licensing Exam. We find that medical students learn to rely on digital recordings of their course content and third-party digital resources for Step 1 prep and stop attending their academic courses in person altogether. We argue that medical students create novel coupling configurations between local interaction and institutionalized licensure rules via their student cultures. [ABSTRACT FROM AUTHOR]

Ho Chi Minh is the beloved leader of the Vietnamese people. His whole life and career are exemplary cultural and moral examples for generations of Vietnamese people to follow. In today's international integration phase, the building of school culture at universities is concerned with the whole society, the purpose is to orient students to values of truth, goodness, and beauty to create a class of people with humanity way, having revolutionary ideals, cultural lifestyle, meeting the requirements of a comprehensive renovation of education and training and providing high-quality human resources for the development of the country. The article studies Ho Chi Minh's thoughts on culture, thereby applying his thought to building school culture at universities in Vietnam today. [ABSTRACT FROM AUTHOR]

Copyright of Nordlit is the property of Universitetet i Tromsoe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the late-1960s, a unique model of student protest and activism had developed in the Israeli campuses. This model included strong criticism against the government which seen as non-legitimate to lead the state. They protested on main issues in the public sphere such as governmental corruption and the normalized diplomatic relations with West Germany, alongside a harsh criticism against the way that the labor party's leaders led the state, which seen as an immoral. Alongside big demonstrations which organized by students, a main platform which students used to criticize the regime was satire columns in the students' press. This article, based on an historical-sociological research, deals with the new form of studentship which occurred in Israel and was part of the «Legitimation Crisis» in the Israeli society, in the words of the German sociologist and philosopher, Juergen Habermas. [ABSTRACT FROM AUTHOR]

Engineers create airplanes, buildings, medical devices, and software, amongst many other things. Engineers abide by a professional code of ethics to uphold people's safety and the reputation of the profession. Likewise, students abide by a code of academic integrity while learning the knowledge and necessary skills to prepare them for the engineering and computing professions. This paper reports on studies designed to improve the engineering student culture with respect to academic integrity and ethics. To understand the existing culture at a university in the USA, a survey based on a national survey about cheating was administered to students. The incidences of self-reported cheating and incidences of not reporting others who cheat show the culture is similar to other institutions. Two interventions were designed and tested in an introduction to an engineering course: two case studies that students discussed in teams and the whole class, and a letter of recommendation assignment in which students wrote about themselves (character, strengths, examples of ethical decisions) three years into the future. Students were surveyed after the two interventions. Results show that first-year engineering students appreciate having a code of academic integrity and they want to earn their degree without cheating, yet less than half of the students would report on another cheating student. The letter of recommendation assignment had some impact on getting students to think about ethics, their character, and their actions. Future work in changing the student culture will continue in both a top-down (course interventions) and bottom-up (student-driven interventions) manner. [ABSTRACT FROM AUTHOR]

In recent years, there have been valuable studies of medical education that have highlighted the importance of shared educational activities and the changing image of the student. Less attention has been paid to how masculine ideals were passed on to students and how educational and extra-curricular spheres became sites for the maintenance of hegemonic masculinity. Taking Irish medical schools as a case study and drawing on the student press, doctors’ memoirs and novels, this article will illustrate how rites of passage in medical education and social activities such as pranks and rugby became imbued with masculine tropes. In this way, the transformation of student to practitioner was often symbolised as the transformation of boy to man. The cultivation of the image of the medical student as a predominantly male individual became an important force in segregating men and women students and helped to preserve Irish medicine as a largely masculine sphere. [ABSTRACT FROM PUBLISHER]

Parody as hybridic text: research report Parody can be seen as one of the techniques of selfreferentiality through which a consciousness of the context dependency of meaning is revealed in an aesthetic way. This article explores the theoretical background of parody as literary style against which the researcher challenged a group of teacher education students in a research programme to generate their own parodies. The task required that they choose a well-known fairy tale and use its structure to mock their own society. Students of another group were asked as the writers’ peers to read the stories in order to engage in a dialogue between encoder and decoder in the process of reception. The educational aim of the programme was to equip students to reflect critically and react creatively to social, political and economic issues that surround them. Furthermore, the researcher wanted to discover how these texts would generate a flexibility, fluency and hybridity in relationship with the students’ cultural identity and how they would project their own liminality in a no-man’s land between youth and adulthood. Analysis and interpretation of the parody texts revealed themes of late capitalism, materialism and consumerism, as well as typical student cultural manifestations of language usage and some of their existing attitudes toward the South African political society in post-apartheid. The students’ parodies have intertextual density with imitation and subversion of the original text contexts and values. The writers used a variety of stylistic techniques to generate double-voiced narratives as manifestation of literary creativity.

This article considers how a Catholic college’s men’s beauty pageant serves as an arena where cultural ideals of heteronormative masculinity are constructed, performed, and reinforced. Since its inception in 1998, the annual “Mr. Brookfield” pageant has become a way of promoting solidarity and discouraging dissent in regard to gender and sexuality on campus. Through a qualitative analysis of materials promoting and discussing the event on campus, I argue that the performance celebrates and reinforces heteronormative masculinity, which has implications for the student culture as a whole. Located within the context of the Catholic institution, the perpetuation of heteronormative masculinity and the policies of the Church together ensure that the marginalization of women and gay people persists. As reflected in the archival documents, the pageant has become an important way of doing so, through the construction and celebration of a heteronormative masculine identity that calls attention to the boundaries between feminine and masculine and straight and gay, the degradation of women as a way of demonstrating the heterosexuality and masculinity of the contestants, and the promotion of this masculine identity as the ideal within the student culture. [ABSTRACT FROM AUTHOR]

Classic studies of medical education have examined how professional socialization reproduces the prevailing professional culture, as well as how students actively negotiate their place in educational processes. However, sociological research has not re-examined student culture in light of structural transformations in medical education, such as the introduction of new assessment types and their use as modes of commensuration. In this paper, we examine data from two studies of online forums where medical trainees and applicants to medical school discuss their experiences preparing for tests of professional skills, including judgment, empathy, and communication. Examining how medical students talk about these tests on such forums allows us to understand the meaning-making processes at work as students negotiate the commensuration processes such tests enable. We examine how these negotiations take place in online forums, where participants confront common challenges, form common perspectives, and share common solutions, all hallmarks of student culture. Through qualitative analysis, we find that online communities are spaces where students grapple with these new forms of commensuration, interrogate the standards and quantifications that underlie them, and collectively negotiate how to approach these assessments. Using the case of online forum communities, our findings advance past work on student culture in medical sociology by theorizing student culture as an extra-organizational phenomenon that spans multiple career stages. In so doing, we highlight the importance of online forum data for studying social processes. • Students grapple with their experiences of assessment in online forums. • Forums show students' meaning-making as they negotiate commensuration processes. • Students confront common challenges and share solutions, forming "student culture". • We theorize student culture as an extra-organizational phenomenon. • We highlight the importance of online forum data for studying social processes. [ABSTRACT FROM AUTHOR]

How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student cultures. This study examines the relationship between gender role attitudes and a sense of school belonging among a sample of 6380 students from 59 Flemish schools at the start of their secondary education. The results of multilevel analyses indicate that boys show less sense of school belonging than girls, as do students with more traditional beliefs about gender roles. Moreover, student attitudes related to gender roles are strongly shared at the school level, so that we can speak of a gender role student culture. Students enrolled in more traditional gender role student cultures reveal less school belonging. [ABSTRACT FROM PUBLISHER]

In residence halls on college campuses, one may hear a (male) student say, “Yes I did vandalize the wall, but I was drunk,” or “I ‘had a few’ before I kissed that ‘butter face’.” Researchers and university administrators could point to these as examples consistent with the problems of student drinking. They could also read these utterances as problematic performances of masculinity. Both groups would be correct. Ethnographers would seek to understand the underlying patterns of these statements, and ethnomethodologists the usefulness of these statements for actors in situ. This ethnography reports the findings of a study of student ways of speaking on a residential college campus. Data show that students’ patterned ways of speaking, especially when making references to drinking, mitigate problematic student behaviors, such as urinating in a corridor of a residence hall. Although such mitigating statements are, at times, by themselves problematic, they (re)produce a much more troubling masculinity. [ABSTRACT FROM PUBLISHER]

With more non-local (Mainland China and overseas) students admitted into the universities of Hong Kong, the student population on campus is becoming much more diversified. This study was a phenomenological inquiry into the social engagement experiences of local and non-local Chinese students in their first year at a university in Hong Kong. Qualitative data was obtained from 10 focus groups. The findings suggested that the majority of the students in the study were active in social engagement and most achieved a sense of belonging to the university or its sub-communities. The culture in student communities played an important role in students' social engagement. It pushed students to become intensively involved in out-of-class activities and challenged them to reflect on the direction in which they would carry this historical legacy forward in the diversifying campus. [ABSTRACT FROM AUTHOR]

Given the widely accepted notion of whole person education in Confucian societies such as Hong Kong, Mainland China and Singapore, it is surprising that research literature originated in these societies pays little attention to how students learn and develop through out-of-class experiences at university. There is little research evidence on how the prevailing culture among student social communities (residential halls and student societies/clubs) influences students' social involvement and development. This paper examines 42 Chinese students' social experiences and development during their freshman year at a Hong Kong university. The majority of them were intensively involved in out-of-class activities. Their active social involvement was both a response to the culture of student communities and a conscious choice about social experiences at university. As a result, the students attained development in four dimensions: (1) the social competences of interpersonal and collaboration skills and new friendships; (2) the practical competences of time management, organisation, negotiation, decision making and leadership; (3) the intellectual competences of open-mindedness and independent judgment; and (4) the personal competences of self- responsibility and self-confidence. Educational implications are discussed towards the end of the paper on supporting and advising students regarding social involvement, particularly during the first year of university. [ABSTRACT FROM AUTHOR]

In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers' perceptions of students' trustworthiness. Information was gathered from 2,104 teachers across a representative sample of 84 secondary schools in Flanders (Belgium). A measure for trust in students was derived from the trust scales developed by Hoy and Tschannen-Moran. Multilevel analyses reveal that teacher perceptions of students' teachability strongly predict teacher trust. This underscores the importance of teacher perceptions of students' ability to meet the expectations imposed on them with regard to the formation of trust. Additionally, we show that teacher trust is affected by the organizational school context, although the academic orientation of the student culture plays no role. [ABSTRACT FROM AUTHOR]

The article discusses a study investigating the lack participation of students in educational systems and the development of a student culture centered on coping. The authors discuss science education standards and use a legal methodology to collect and present data that reveals differences in the perception of classroom environments by teachers and students. Differences in values for students and teachers are also noted. The authors suggest that the efforts of teachers and students maintain the status quo and that student conditions are not a factor in educational policy. They suggest that student culture is focused primarily on coping, resulting in decreased academic achievement despite education reforms.

Copyright of Media Studies / Studia Medioznawcze is the property of Media Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reviews the research that describes the college student culture that emerged between 1992 and 2002. Changes in career, social, political, religious, and spiritual values are noted, as are personal behaviors involving academic honesty, alcohol and other drugs, suicide, and eating disorders. Interpersonal behaviors and attitudes as reflected in sexuality, violence, and diversity are also reviewed. Several develop- mental issues related to these changes are identified for counselors and student affairs personnel to consider. [ABSTRACT FROM AUTHOR]

The paper reviews a number of ethnographic studies of students in U.S. secondary schools to help understand the causes of a range of student behaviors from minor non-compliance to lethal violence. Based on these studies, as well personal experience, the authors suggest that educators and educational researchers approach and understand student perspectives on school life. Such perspectives often reveal the logic of non-compliance, and show that aspects of school structure and practice can exacerbate or contribute to violence. Student non-compliance and alienation can escalate into violence if the student view is not regularly consulted in schools. [ABSTRACT FROM AUTHOR]