Restorying "Caring" in Education: Students’ Narratives of Caring for and about

In this paper, I use two exemplary narrative case studies to illustrate the multiple ways caring functioned for students in their urban high school context. One case study illustrates how different frames of caring can provide different interpretations of a situation. Another case study shows how caring processes can act in synergistic ways. I conclude by arguing that we should widen our conception of educational care to be inclusive of the complex and overlapping ways that students engage in processes of caring for and caring about

Urban Early Adolescent Narratives on Sexuality

In this paper, we examine the ways that early adolescents talked, interacted, and made references to events in their individual and collective lives during photography-based focus groups about sexuality and relationships. Twenty-three participants (10 boys and 13 girls) were recruited from three urban schools participating in a comprehensive sex education impact evaluation in the Northeast. We analyzed conversational narratives that were elicited in a group process while sharing photos of important people, contexts, and situations, showcasing participants\u27 exploration of sexuality and relationships. Our analysis revealed four main themes: (a) Direct and indirect family communication about sexuality, (b) Accidental and intentional Internet usage, (c) Shared and contested peer knowledge, and (d) School as a direct and indirect learning context. Implications and future directions for practice, research, and policy are explored

Positive influences of education and recruitment on aspirations of high school girls to study engineering in college

Information on retention and attrition for women in engineering have consistently shown that men are more likely to enroll in college engineering programs compared to women, but that once enrolled, women are just as likely to succeed in engineering education. One strategy to increase women\u27s participation in engineering is to engage girls in science and engineering in K-12. In this paper, we examine high school students\u27 knowledge of engineering careers and reports of recruitment as predictors of student aspirations for studying engineering in college. A group of racially/ethnically, socio-economically diverse students from five urban high schools, with either a science-themed focus or a strong science department, participated in a longitudinal study of retention and attrition associated with STEM outcomes. Preliminary results from 906 students were included in a series of logistic regression models with plans for college study of engineering as the dependent variable. Knowledge of engineering careers, recruitment for engineering, STEM covariates, gender, and gender ideology measures were included as independent variables, controlling for demographics. Interactions between gender and knowledge and gender and recruitment were tested. Our final model showed that students with greater knowledge of engineering and those recruited for engineering were much more likely to report aspirations for studying engineering in college. However, there remained significantly decreased odds for girls having college engineering aspirations, even when moderated by recruitment. More conventional beliefs about masculinity ideology, reported by both boys and girls, were also positively related to engineering aspirations, while conventional femininity ideology regarding objectification of the female body was negatively associated with engineering aspirations. Results suggest that effective efforts to attract girls and women to engineering include explicit education and recruitment regarding engineering careers, and may help foster more gender neutral perceptions about engineering. In addition, our findings suggest that further research is needed to understand ways gender ideology, as conceptualized by individuals and as culturally mediated within specific engineering course settings, inform the quality of participation and aspirations in engineering work for women and underrepresented minorities. © American Society for Engineering Education, 2009

Researchers And Risk: Exploring Vulnerability, Subjectivity, And Identity In Ethnographic Research Through Collage Making

Cervoni contributed chapter 11, titled Researchers And Risk: Exploring Vulnerability, Subjectivity, And Identity In Ethnographic Research Through Collage Making, to the book Becoming an Educational Ethnographer: The Challenges and Opportunities of Undertaking ResearchThis book provides practical advice on the learning and teaching perspectives of ethnography, including what undertaking research looks like and the experiences it will bring. It considers what it means to be and become an educational ethnographer and builds on an inextricable entanglement between the researchers’ field of study and their research trajectories.With a range of carefully chosen international contributions, this book uses a variety of practical case studies to provide further information about the pros and cons of this research perspective. Chapter authors share the knowledge and experience gained from the research and how it has affected their approach to social phenomena.This book is an ideal introduction for anyone considering research approach or becoming an educational ethnographer and will be of interest to researchers already working in this field

Positive influences of education and recruitment on aspirations of high school girls to study engineering in college

Information on retention and attrition for women in engineering have consistently shown that men are more likely to enroll in college engineering programs compared to women, but that once enrolled, women are just as likely to succeed in engineering education. One strategy to increase women\u27s participation in engineering is to engage girls in science and engineering in K-12. In this paper, we examine high school students\u27 knowledge of engineering careers and reports of recruitment as predictors of student aspirations for studying engineering in college. A group of racially/ethnically, socio-economically diverse students from five urban high schools, with either a science-themed focus or a strong science department, participated in a longitudinal study of retention and attrition associated with STEM outcomes. Preliminary results from 906 students were included in a series of logistic regression models with plans for college study of engineering as the dependent variable. Knowledge of engineering careers, recruitment for engineering, STEM covariates, gender, and gender ideology measures were included as independent variables, controlling for demographics. Interactions between gender and knowledge and gender and recruitment were tested. Our final model showed that students with greater knowledge of engineering and those recruited for engineering were much more likely to report aspirations for studying engineering in college. However, there remained significantly decreased odds for girls having college engineering aspirations, even when moderated by recruitment. More conventional beliefs about masculinity ideology, reported by both boys and girls, were also positively related to engineering aspirations, while conventional femininity ideology regarding objectification of the female body was negatively associated with engineering aspirations. Results suggest that effective efforts to attract girls and women to engineering include explicit education and recruitment regarding engineering careers, and may help foster more gender neutral perceptions about engineering. In addition, our findings suggest that further research is needed to understand ways gender ideology, as conceptualized by individuals and as culturally mediated within specific engineering course settings, inform the quality of participation and aspirations in engineering work for women and underrepresented minorities. © American Society for Engineering Education, 2009

Joining In and Knowing the I : On Becoming Reflexive Scholars

https://nsuworks.nova.edu/fse_facbooks/1098/thumbnail.jp