Mistreatment of university students most common during medical studies

BACKGROUND: This study concerns the occurrence of various forms of mistreatment by staff and fellow students experienced by students in the Faculty of Medicine and the other four faculties of the University of Oulu, Finland. METHODS: A questionnaire with 51 questions on various forms of physical and psychological mistreatment was distributed to 665 students (451 females) after lectures or examinations and filled in and returned. The results were analysed by gender and faculty. The differences between the males and females were assessed statistically using a test for the equality of two proportions. An exact two-sided P value was calculated using a mid-P approach to Fisher's exact test (the null hypothesis being that there is no difference between the two proportions). RESULTS: About half of the students answering the questionnaire had experienced some form of mistreatment by staff during their university studies, most commonly humiliation and contempt (40%), negative or disparaging remarks (34%), yelling and shouting (23%), sexual harassment and other forms of gender-based mistreatment (17%) and tasks assigned as punishment (13%). The students in the Faculty of Medicine reported every form of mistreatment more commonly than those in the Faculties of Humanities, Education, Science and Technology. Experiences of mistreatment varied, but clear messages regarding its patterns were to be found in each faculty. Female students reported more instances of mistreatment than males and were more disturbed by them. Professors, lecturers and other staff in particular mistreated female students more than they mistreated males. About half of the respondents reported some form of mistreatment by their fellow students. CONCLUSION: Students in the Faculty of Medicine reported the greatest amount of mistreatment. If a faculty mistreats its students, its success in the main tasks of universities, research, teaching and learning, will be threatened. The results challenge university teachers, especially in faculties of medicine, to evaluate their ability to create a safe environment conducive to learning

From sexism towards mutual respect based on care and love : a utopian vision in the market-driven globalized world

Godkänd; 2008; 20081215 (pirkko

Att tiga är inte guld : fysiska sexuella trakasserier som det upplevs av skolbarn i nordvästra Ryssland

Godkänd; 2010; Bibliografisk uppgift: På sid 170-174 bidraget på ryska med titeln: Молчание не является золотом : Физические сексуальные домогательсва в восприятии учащихся в школах северо-западной России; 20100614 (andbra

Gendered structures and processes in primary teacher education : challenge for gender-sensitive pedagogy

My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them.The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988-1996The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following:- different aims for personal growth- sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more- differences in study subjects; especially in physical education, handicraft and pedagog- everyday chores and pedagogical tasks of the student- moral code and normative contro - different enrolment requirementsThe sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified:- Almost without exception, the students qualifying in the education of the first two forms were female.- Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work.- There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to- interpret pupils' school achievements in sex-related ways. This tendency was also shared by te pupils.Upprättat; 1997; 20080107 (kirhon

Gendered structures and processes in primary teacher education : challenge for gender-sensitive pedagogy

My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them.The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988-1996The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following:- different aims for personal growth- sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more- differences in study subjects; especially in physical education, handicraft and pedagog- everyday chores and pedagogical tasks of the student- moral code and normative contro - different enrolment requirementsThe sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified:- Almost without exception, the students qualifying in the education of the first two forms were female.- Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work.- There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to- interpret pupils' school achievements in sex-related ways. This tendency was also shared by te pupils.Upprättat; 1997; 20080107 (kirhon

Peruskoulutus globalisaation puristuksessa

Godkänd; 2007; 20070919 (pafi

Gendered structures and processes in primary teacher education:challenge for gender-sensitive pedagogy

Abstract My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them. The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988–1996 The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following: – different aims for personal growth – sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more – differences in study subjects; especially in physical education, handicraft and pedagog – everyday chores and pedagogical tasks of the student – moral code and normative contro – different enrolment requirements The sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified: – Almost without exception, the students qualifying in the education of the first two forms were female. – Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work. – There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to – interpret pupils’ school achievements in sex-related ways. This tendency was also shared by te pupils

Vallasta itkuun : liikuttumisen näkökulmasta

Godkänd; 2007; 20071212 (kirhon

Näytön voimalla ja varjossa opintiellä:tutkimus mieleenpainuneista kouluoppimisen kokemuksista

Abstract The research focused upon stories on memorable learning events. There was a total of 314 stories. Most of the writers were women. Content and discourse analysis were the research tools used for looking at the stories. Content analysis was used to seek out the learning environments and focuses, and established what were typical and untypical accounts in each environment and focus. Discourse analysis was used to establish how difficulties in different school subjects were expressed, how the learning society was structured in the stories, and how the learner conceived of her/himself in relation to the teacher, the school subject and other pupils. It was also used to see how different discourse was actualised and modified within individual accounts of different school subjects and different learning environments. School did not emerge as a particularly memorable environment in the learning experiences. Only 44 % of the memoirs concentrated on learning in school, despite the fact that in five out of the seven rounds of collecting material people were specifically asked to write in the first instance about learning in school. There were differences in the discourse of the memoirs according to the school subject being described, but the central messages that rose above the specific subjects were showing, the instrument value of learning, hierarchy, competition, lack of time, and external definitions of time. These messages were repeated in memoirs written by both men and women, although the stories otherwise did differ according to gender. Many memorable learning experiences were not particularly meaningful from the learning perspective. Meaningful learning required confidence in one's own abilities, boldness to step into an uncertain world, and a desire to learn. It was also characterised by a sense of challenge, testing one's independence in relation to the experts in the actual teaching process, a sense of security in relation to external threats, a lack of hurry yet accompanied by time limits, and rather than a need to show, a need to use what was being learned. The research material contain many such stories that left a negative feeling. However, along with the negative memoirs, there were some descriptions of extremely positive learning experiences. One group of positive accounts was formed from those who spoke of an excellent teacher. Positive feelings also stemmed from exceptional circumstances allowing one to make an effort, or from succeeding in showing just what one can do. One clear group of negative memoirs was formed from those cases where difficulties stemmed from the teacher behaving in an unjust manner. Another group was formed from accounts in which the teacher had in some other way caused problems: the teacher had been frighteningly authoritarian or extremely strict. Fear of failure and fears related to one's own status among other pupils were also frequently mentioned