1,720,968 research outputs found
Single-sex schooling and its effect on achievement, attitudes and behaviors.
No full textUntil the last decade, the influence of single-sex and coeducational school social organization on adolescents had been largely ignored. As a result, educators have accepted the unwarranted assumption that coeducation is the best way of achieving academic equality. Single-sex public education--at any level--is virtually nonexistent. Catholic and independent schools provide the option of single-sex schooling but their number is rapidly diminishing. Yet single-sex education, especially for women, promotes academic productivity according to research on Catholic secondary students (Lee & Bryk, 1986; Riordan, 1990). This study investigates a population of students in non-Catholic independent single-sex schools. The effects of single-sex versus coeducational schooling on this population have never been measured. The influences of single-sex and coeducational school organization on academic, attitudinal, and social developmental outcomes are analyzed. The overall research model is a survey-based comparative field study of students in six independent secondary schools. Data was collected from the senior class of each school (n = 457), using questionnaires, observations and staff interviews. Four subgroups: (1) girls in single-sex schools, (2) girls in coeducational schools, (3) boys in single-sex schools, and (4) boys in coeducational schools were compared in an analysis of covariance design. Adjustments were made for student background, student ability, and school selectivity. Results favored single-sex education for both boys and girls. Students in single-sex schools reported: school was a happy place, students worked hard, and teachers were supportive more often than were teachers in coeducational schools. Girls in single-sex schools took calculus and assumed leadership roles more frequently than did girls in coeducational schools. The results of this study are complex in that, in part, they support single-sex education as a viable alternative to coeducation, especially for women who may be at a disadvantage in the coeducational setting. Yet the gains that might be expected for women in the area of professional goals and academic ambitions beyond high school were endorsed at levels that were much lower than the levels of their male counterparts in both the single-sex and coeducational student groups.PhDEducationEducational psychologyPsychologySocial SciencesSocial psychologyWomen's studiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/128565/2/9034425.pd
Prejudice as a determinant of the residential preferences of whites and Blacks.
No full textPrevious studies have shown that intra- and interracial differences in residential preferences are associated with continued residential segregation. However, to date, there has been comparatively little research to ascertain the factors which influence the development of such preferences. This study investigates two causal theories that have been proposed to explain the development of preferences, addressing the general question of whether a causal relationship exists between prejudice and the residential preferences of Detroit area whites and blacks. First, an argument is posited that whites' liberal attitudes about living in integrated neighborhoods may be negatively affected by stereotype use. Here, it is also argued that blacks' experiences and perceptions of discrimination induce their aversion to integrating all-white neighborhoods. The results of the two estimated models--the first for whites and the second for blacks--provide convincing evidence that stereotype use mitigates the liberal residential preferences of whites and that blacks' perceptions of discrimination by white homeowners and their anticipation of encountering racial hostility are causally related to their reluctance to pioneer integration. Other substantive findings about the indirect effects of stereotype use and discrimination on the preferences of whites and blacks, respectively, the interrelationships among the findings from the two models, and general methodological and policy issues are also discussed.PhDPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/104318/1/9513380.pdfDescription of 9513380.pdf : Restricted to UM users only
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Identification and referral of depressed secondary school students.
No full textUnder the rubric of identification and referral of secondary students with depressive symptoms, this research developed an assessment and screening instrument, explored several potential risk factors (including drug use, relationships with friends, parent-child conflict, early losses, and current stresses), and appraised student and teacher referral preferences. The new assessment instrument, the Adolescent Depression Inventory (ADI), adapted the Beck Depression Inventory (BDI) to the reading levels, language, and roles of adolescents. The ADI also included new questions geared to associated features of depression peculiar to adolescents. Validity and reliability of the instrument were established with over 300 students over a six month period. Selected students also participated in structured clinical interviews using the Schedule for Affective Disorders and Schizophrenia for School-age Children (K-SADS) to provide a multiple gate for identification of depression. The ADI was then used to explore the extent and nature of depression in secondary school students, including general and special education and gifted students. ADI score correlated positively with attainment of puberty, female gender, drug use, poor relationships with friends, prior losses, parent-child conflict, and current stresses. Student-perceived conflict between parents and between child and parent were strongly correlated with depression, although stressful relationships with the opposite-sex parent proved relevant to adolescent depression for females but not males. A second research effort based on a cognitive-social referral model focused on teachers' referral practices and awareness of depressive symptoms, both in general and in their own students. Findings include low correlation between student self-reports and teacher assessments of student depressive symptoms, although teacher accuracy improved for students who were severely depressed or very familiar to the teacher. Recommendations for educators were drawn from the findings.PhDPsychologyDevelopmental psychologyClinical psychologyUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/162376/1/9001727.pd
Mentorship in human service organizations.
No full textProfiles of mentorship were developed from a survey of 430 professionals employed in over 300 human service organizations. All of the subjects had served as field instructors for a particular graduate school of social work. The profiles explored the age, gender, and race/ethnicity of non-mentees, mentees, and their mentors as well as of non-mentors, mentors, and their mentees. Most of the subjects had been a mentee or a mentor. Overall, tendencies toward same-gender, same-race, and older mentor-younger mentee relationship configurations were found. The impact of mentorship on three different career outcomes--career satisfaction, career success, and income--was also investigated. There were significant main effects for being a mentee and for being a mentor on career satisfaction and career success. Income-level was significantly related to having been a mentor, but not to having been a mentee. The number of mentor relationships was found not to be significantly related to career outcomes. Thus, it was concluded that it is not how many relationships one becomes involved in as a mentee or mentor, but whether one has had any mentor relationships that has the greatest implications for one's career outcomes. In addition, the structural, emotional, and functional aspects of mentorship and their impact on career outcomes was explored. Structural characteristics included the respondent's gender, race, and age when the relationship began, and duration of the relationship. Emotional characteristics included affirmative, affiliative, divisive, and competitive feelings experienced within the context of the relationship. Functions included the mentor serving in an instrumental aid, ego-centered aid, professional model, values model, or personal model/aid capacity. Multiple regression procedures were used to identify which mentorship characteristics had the most impact on each type of career outcome. A number of characteristics were significant for each career outcome. For mentees: age and affirmative feelings were important for career satisfaction; relationship duration, affirmative feelings, instrumental aid, professional modeling, and values modeling were important for career success; and gender and race were significant for income-level. For mentors: affirmative feelings, ego-centered aid, and professional modeling were important for career satisfaction; gender, relationship duration, and professional modeling were important for career success; and gender, race, relationship duration, and values modeling were significant for income-level. Therefore, it was concluded that some mentorship characteristics are better predictors of particular career outcomes than others.PhDLabor relationsPsychologySocial SciencesSocial workUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/128503/2/9023535.pd
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Erik Erikson: Critical Times, Critical Theory
Get PDFThe work and legacy of Erik Erikson are described in this brief outline of his career, his theories, and his impact on psychoanalysis, psychology, history, and the broader culture. His conception of the adolescent task—weaving internal tastes, talents, and values together with elements of one's life history and the demands of one's culture into a coherent identity—has had profound effects on developmental psychology and the way in which sophisticated youth construct and describe their lives. His extension of development through adulthood and old age established the field of life course development. His emphasis on the impact of history and culture on development was a critical element in the developing field of ego psychology. Many of his major contributions can be fruitfully understood in the context of his personal history and individual qualities.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43955/1/10578_2004_Article_424474.pd
Difference and Social Justice: A Feminist Perspective
Get PDFAlso PCMA Working Paper #16.http://deepblue.lib.umich.edu/bitstream/2027.42/51142/1/374.pd
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