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

Behaviors That Eliminate Health Disparities for Racial and Ethnic Minorities: A Narrative Systematic Review

Within the health care provider-health care recipient relationship the communication must be culturally competent to eliminate barriers to equitable health care for all Americans. This assertion has conceptual grounding in Public Law 106-129 (the Health Care Research and Quality Act of 1999) and Public Law 106-525 (the Minority Health and Health Disparities Research and Education Act of 2000). This narrative systematic review examines this assertion by using selection and exclusion criteria to gather interventions, assessments, and testimonies conducted from 2000-2007. Reports that were not eliminated via these criteria were analyzed to determine the effect of specific practices that were undertaken in interventions, assessments, and testimonies. Which practices does research propose as indispensable to efforts to eliminate health disparities for racial and ethnic minority health care recipients? Findings indicate that culturally competent behaviors by providers and recipients promote effective intercultural communication that eliminates health care disparities, and removes obstacles to care

Analyses on Vocabulary Size Test Results at an Intensive English Program

Previous studies have shown that explicit vocabulary learning leads tovocabulary acquisition; however, the link between implicit vocabularylearning and vocabulary acquisition seems to be under-researched. It wasunclear whether vocabulary development was positively or adverselyaffected by attending English classes and preparing for examinations. Inorder to address this issue, this research investigates the vocabulary size of78 first-year university students in 2018. The vocabulary size was measuredat the beginning and at the end of the school year using the Vocabulary SizeTest (Nation & Beglar, 2007). It was found that students gained about 300words on average through the year. The result shows that even though thestudents received limited explicit instruction on the vocabulary tested, theygenerally improved their English vocabulary over time. Their attendancerate and their scores in the review tests, however, were found to have nosignificant associations with the vocabulary gain

Knowledge management and organizational culture

This paper explores the relationship between organisational knowledge, organisational culture, and Process Based Systems (PBS), in the U.K. National Health Service (NHS). Links between PBS and organisational culture have been observed before(Perry, 2003); the contribution made by PBS to organisational knowledge has also been suggested (Perry, 2004). However, links between organisational knowledge and organisational culture in the NHS have not been widely studied. A qualitative study of these links across clinical functions has been used in conjunction with a literature review to consider in particular the use of tacit knowledge and the role that might be played by PBS in mediating and sharing this "embedded" or experiential form of knowledge. While there may be some opportunity for "externalisation" (Nonaka, 1994) - the conversion of tacit to explicit knowledge, this paper argues that PBS may also contribute to "socialisation" - the direct generation of tacit knowledge by tacit knowledge.Process Based Systems, knowledge management, organisational culture

The Official Student Newspaper of UAS

Letter from the Editor / Whalesong Staff -- Study Abroad / Title IX at UAS -- URECA Funding Available / NaNoWriMo at UAS -- Doctor Strange -- G. Yamazawa / Self-love and Balance -- Halloween Festivities at UAS -- Power and Privilege Symposium Schedule -- A Time to Remember: The Iron Harvest -- UAS In Brief -- Wisdom from Aftershock Festival -- Calendar and Comics

Pacific Review Aug/Sept 1983

https://scholarlycommons.pacific.edu/pacific-review/1313/thumbnail.jp