Leaving College: A Gender Comparison in Male and Female-Dominated Programs

Women, on average, outnumber men and are more successful in higher education. A literature overview showed that these differences may be explained by gender differences in learner characteristics, by external factors and by institutional factors. This study aims to explain gender differences in higher education in more detail by focusing on one of the recent research findings in this area: the role of the numerical representation of men and women in course programs. What are gender differences in study success in male and female-dominated course programs, and what are gender differences in reasons for leaving these programs? The research questions were answered by analyzing Dutch census data and conducting a survey on students that have left college. Results showed that gender differences in retention scores and reasons for leaving were indeed related to the numerical representation of women and men in course programs. Leaving female-dominated programs seemed to be a different matter from leaving male-dominated programs

Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups

The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students' sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress

The work–study interface: similarities and differences between ethnic minority and ethnic majority students

Given the poorer academic outcomes of non-Western ethnic minority students compared to ethnic majority students, we investigated whether differences exist in work–study interface between ethnic groups. We tested a work–study interface model, in which the work-related factors work–study congruence, job control, job demands, work hours, job involvement and job support were antecedents to work–study facilitation (WSF) and work–study conflict (WSC). WSC and WSF, in turn, were expected to predict students’ study effort and subsequently students’ grades. This model fitted well for the full sample and both non-Western ethnic minority students (N = 167) and ethnic majority students (N = 666) separately at a large Dutch university. Results showed that work–study congruence, job control, job involvement and job support led to WSF, which in turn led to more study effort and higher grades. Job control decreased WSC and both job demands and the number of work hours increased WSC. WSC was negatively associated with study effort which resulted in lower grades. These structural relationships, as depicted in the conceptual model of work–study interface, were similar for both the group of non-Western ethnic minority students and the group of ethnic majority students. However, ethnic minority students worked more hours per week than ethnic majority students, which partly explained—via WSC and study effort—the lower academic outcomes for this group

Level of abstraction in parent–child interactions: the role of activity type and socioeconomic status

Background: Various conversational contexts elicit stimulating parent–child interactions to a different degree. Shared reading, a scripted activity, is reported to elicit most abstract speech compared with other activities (e.g., toy play). Parental socioeconomic status (SES) is another key predictor of abstract talk. Shared reading can attenuate differences in abstract speech between SES groups. In the current study, we compared abstraction of parent–child interactions during nonscripted prompting board and shared reading activities. A prompting board is a complex picture around a certain theme, depicting a scenario (i.e., a picture suggesting a sequence of events), and is meant to elicit child speech. Method: We observed 44 parent–child dyads (87% mothers; child Mage: 63 months) from various socioeconomic backgrounds during prompting board and shared reading discussions and coded interactions for level of abstraction. Results: Prompting boards were found to elicit both more, and more highly abstract speech (particularly inferencing) than shared reading, and children contributed more often to the conversation. Additionally, most speech on the lowest level of abstraction occurred during prompting boards (e.g., labelling and locating). Shared reading elicited more talk on intermediate levels (e.g., describing aspects of objects and characters and making comparisons to the child's life). Moreover, high-SES parents and children produced more highly abstract speech and less labelling and locating compared with low-SES dyads during both activities. Shared reading did not attenuate SES differences in abstract interactions. Conclusions: Prompting boards seem promising for early intervention; however, future intervention studies are needed

Level of Abstraction in Parent-child Interactions: The Role of Activity Type and Socio-economic Status

Background: Various conversational contexts elicit stimulating parent–child interactions to a different degree. Shared reading, a scripted activity, is reported to elicit most abstract speech compared with other activities (e.g., toy play). Parental socioeconomic status (SES) is another key predictor of abstract talk. Shared reading can attenuate differences in abstract speech between SES groups. In the current study, we compared abstraction of parent–child interactions during nonscripted prompting board and shared reading activities. A prompting board is a complex picture around a certain theme, depicting a scenario (i.e., a picture suggesting a sequence of events), and is meant to elicit child speech. Method: We observed 44 parent–child dyads (87% mothers; child Mage: 63 months) from various socioeconomic backgrounds during prompting board and shared reading discussions and coded interactions for level of abstraction. Results: Prompting boards were found to elicit both more, and more highly abstract speech (particularly inferencing) than shared reading, and children contributed more often to the conversation. Additionally, most speech on the lowest level of abstraction occurred during prompting boards (e.g., labelling and locating). Shared reading elicited more talk on intermediate levels (e.g., describing aspects of objects and characters and making comparisons to the child’s life). Moreover, high-SES parents and children produced more highly abstract speech and less labelling and locating compared with low-SES dyads during both activities. Shared reading did not attenuate SES differences in abstract interactions. Conclusions: Prompting boards seem promising for early intervention however, future intervention studies are needed

Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools

In this study, teachers participated in professional learning communities (PLCs) focusing on culturally responsive teaching. Twelve teachers were interviewed to gain more insight into how teachers participated in these PLCs and the extent to which participation impacted culturally responsive competences. The results showed that participating in a PLC seems to result in joint work or shared practices. Moreover, it seems to change the attitude and beliefs of all teachers and the knowledge and skills of some teachers. To apply these competences in the clas

Preparing to transition to secondary education

Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their fi

Opbrengsten van mentoring voor studentmentoren in Amsterdam en Rotterdam

Mentoring Urban Talent is een mentorprogramma gericht op Amsterdamse en Rotterdamse scholieren om afstroom van het vwo of gymnasium te voorkomen, en doorstroom te bevorderen door middel van ondersteuning en begeleiding door een mentor. Mentoren waren studenten van de Vrije Universiteit Amsterdam en Erasmus Universiteit Rotterdam die zich vrijwillig hadden opgegeven en voor een periode van 20 weken wekelijks met de leerling afspraken. Het programma was gestructureerd, waarbij leerlingen stapsgewijs toegerust werden in studievaardigheden en emotionele ondersteuning en loopbaanbegeleiding ontvingen van hun mentor. Studentmentoren konden daarbij vanuit hun eigen ervaring leerlingen kennis laten maken met de universiteit en obstakels in leren en ontwikkeling bespreken. Onderzoek naar dit programma richt zich in de eerste plaats op de effecten voor de leerlingen met een mentor (zgn. mentees), maar ook voor de studentmentoren zijn er mogelijk positieve effecten van de deelname aan het programma. In dit rapport beschrijven we de aanleiding en uitkomsten van onderzoek naar effecten op mentore