8,733 research outputs found
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Gendered Habitus in Engineering: Experiences of Brazilian Students
This paper discusses the ways in which an âengineering habitusâ, that in the first instance presents itself as a predominantly masculinized habitus - because its inclinations, competences and dispositions are homologous to the cultural repertoire traditionally associated with men â may change with the growing presence of women in the field. We draw from the perspective advanced by Bourdieu, in particular the key notions of habitus, capital and field, to explore how particular competences, dispositions and classificatory principles operate in the field of engineering. The study is based on qualitative in-depth analysis of the socialization trajectories of 10 students (five men and five women) enrolled in an engineering degree in a publicly-funded Brazilian university, as well as on quantitative secondary data about the students. This is placed in broader national and international contexts. The socialization trajectories of both women and men studying engineering demonstrate that the experiences of women are patterned by a double bind in cultural repertoires, which affect traditional associations with gender. An engineering gendered habitus not conforming to the stereotypical and dominant masculine is in evidence, as women not only develop competences and dispositions homologous to the traditional masculine habitus, but also show inclinations and affinities commonly associated with femininity. The study advances the hypothesis that the growing participation of women in engineering drives this process, challenging traditional gender divisions and propelling a more flexible gendered engineering habitus in the field. We propose that the phenomenon discussed here deserves further investigation
Influences on studentsâ attainment and progress in Key Stage 3: academic outcomes in English, Maths and Science in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-, primary and secondary school characteristics and students\u27 academic attainment in English, maths and science in Year 9 at secondary school (age 14). It compares the latest findings with those found for students\u27 attainment at younger ages. It also highlights the influences of secondary school on students\u27 attainment in the core curriculum areas and studies their academic progress across Key Stage 3 between the ages of 11 and 14
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Gender and Participation in Mathematics and Further Mathematics: Interim Report for the Further Mathematics Support Programme
Every student counts: promoting numeracy and enhancing employability
This three-year project investigated factors that influence the development of undergraduatesâ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines;
the prevalence of factors that influence undergraduatesâ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduatesâ numeracy skills
Bourdieu, networks, and movements: Using the concepts of habitus, field and capital to understand a network analysis of gender differences in undergraduate physics
Current trends suggest that significant gender disparities exist within
Science, Technology, Engineering, and Mathematics (STEM) education at
university, with female students being underrepresented in physics, but more
equally represented in life sciences (e.g., biology, medicine). To understand
these trends, it is important to consider the context in which students make
decisions about which university courses to enrol in. The current study seeks
to investigate gender differences in STEM through a unique approach that
combines network analysis of student enrolment data with an interpretive lens
based on the sociological theory of Pierre Bourdieu. We generate a network of
courses taken by around 9000 undergraduate physics students (from 2009 to 2014)
to quantify Bourdieu's concept of field. We explore the properties of this
network to investigate gender differences in transverse movements (between
different academic fields) and vertical movements (changes in students'
achievement rankings within a field). Our findings indicate that female
students are more likely to make transverse movements into life science fields.
We also find that university physics does a poor job in attracting high
achieving students, and especially high achieving female students. Of the
students who do choose to study physics, low achieving female students are less
likely to continue than their male counterparts. The results and implications
are discussed in the context of Bourdieu's theory, and previous research. We
argue that in order to remove constraints on female student's study choices,
the field of physics needs to provide a culture in which all students feel like
they belong.Comment: 23 pages, 6 figures, 1 tabl
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Enabling students to proactively evaluate, test and adapt the effectiveness of their learning through interactive online formative assessment
Whether we like it or not, when it comes to learning, most students are motivated by the desire to demonstrate success in the summative assessment component of the course, rather than implicitly develop their depth of knowledge, understanding and application of subject matter at hand. Viewing learning from this perspective, it is therefore vitally important to select and embed the ârightâ assessment strategy as this will affect how and what students decide to learn, as well as how much time and effort they prioritise to different tasks and/or learning resources. In an attempt to break this cycle of assessment-driven learning, and in line with Vygotskyâs work on learning progression in which intervention allows an individual to develop further than if left on their own, a formative learning framework was developed to encourage students to take a more reflective and constructivist approach to their learning. The framework (originally funded by the Centre for Open Learning in Maths, Science, Computing and Technology CETL at The Open University), was designed to enhance student awareness, understanding and recognition of competency levels from a learning outcomes approach, and to allow them to test their ongoing academic progress at predetermined and self-selected points throughout the year. By working through each of the formative assessments, it was envisaged that students would become more self-directed and confident in their learning skills and abilities, and that this in turn would aid retention. This paper will present data collected over two-years on how students have engaged with this learning tool, the impact it has had on their perceived learning abilities and progression, the variances between expected and actual use, and the lessons learned on how formative assessment can be used as a successful method of helping students to learn how they learn, and how to do this more effectivel
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
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