Perceived influences on career choices of eleventh graders: Sex,SES, and ethnic group comparisons

The project Sex-Role Values and Career Decision Making was conducted to examine the responses of eleventh-grade high school students to sex-role-related values and to relate these responses to their educational and occupational aspirations. The concern of the present article is the influence of Sex, SES (socioeconomic status), and ethnicity on the reasons students give for their career choices. While students' responses were found to be generally similar across Sex, SES, and ethnic groups, the results indicated that females were significantly less likely than males to mention practical considerations, money, prestige, or status as elements in their career decisions, and more likely to mention helping others and personal achievement. The implications of these sex differences for sex equality in the career selection process are considered.The project reported on in this article was performed pursuant to a grant from the National Institute of Education, Department of Health, Education and Welfare. The opinions expressed here do not necessarily reflect the position or policy of the National Institute of Education, and no official endorsement by the National Institute of Education should be inferred.     

Contradictions in Educational Thought and Practice: Derrida,Philosophy, and Education

Studies in Philosophy and Education - Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships...     

The relationship between parental involvement,self-regulated learning,and reading achievement of fifth graders: a path analysis using the ECLS-K database

This study examined the relationship between parental involvement, self-regulated learning (SRL), and reading achievement through analyzing the fifth grade data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K). The results identified six dimensions of parental involvement that are likely to foster SRL of fifth graders: School Involvement, TV Rules, Homework Help, Homework Frequency, Parental Education Expectations, and Extracurricular Activities. Of these three dimensions, Parental Education Expectations, School Involvement, and Homework Help, were found to have stronger effects on SRL; Parental Education Expectations was found to have the strongest beneficial effect on SRL. The results also suggest that SRL mediates the relationship between parental involvement and reading achievement. These results provide a framework for parents to help their children develop SRL skills and guide educators and school administrators as they intend to increase parental involvement and its effectiveness.     

Public, Social, and Individual Perspectives on Religious Education. Voices from the Past and the Present

Inspired by Charles Taylor’s recent quest for the meaning of religion today, this article concentrates on the question of the meaning of religious education (RE) today. The focus is not so much on the ‘what’ but instead more on the ‘where’ (the locus) and the ‘how’ (the function) of RE. The view on what is held to be a pedagogically tenable position regarding RE is build up by methodologically using a differentiated practical–theological three-course model that distinguishes between the public, the social and the private domain. Developments and tendencies within the three domains are shown in respect with religion as such and RE in particular. It is made clear what this may mean for religious educators and philosophers of religious education today, who conceptualize religious education as an impossible possibility. Miedema is full professor of Educational Foundations, Endowed professor of Christian Education in and Dean of the Faculty of Psychology and Education, and full professor of Religious Education in the Faculty of Theology, Vrije Universiteit Amsterdam, The Netherlands. His research is focusing now on pragmatism, history of education, the philosophy of religious education, and early childhood education.     

Schooling experience and academic performance of Taiwanese students: the importance of psychosocial effects,positive emotions,levels of best practice,and personal well-being

Social Psychology of Education - The present study considered global self-esteem and academic self-efficacy as two contrasting precursors and distinctive pathways that could account for...     

Philosophy of Education: Aim,Theory, Common Sense,and Research – Richard Pring

Books reviewed: Philosophy of Education: Aim, Theory, Common Sense, and Research. By Richard Pring. London: Continuum, 2004. viii + 280 pages. ISBN 08264‐7239‐7.     

Review of Selene Arfini,Ignorant Cognition,Springer, 2019

Studies in Philosophy and Education -     

A review of Michael Peters and James Marshall, 1999, Wittgenstein: Philosophy,Postmodernism, Pedagogy,None of the Above,London: Bergin and Garvey

Studies in Philosophy and Education -     

Diversity,Schooling, and the Liberal State

Studies in Philosophy and Education -     

Errant Learning for a Foam World: Glissant,Sloterdijk, and the Foam of Pedagogy

Studies in Philosophy and Education - Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear...     

POWER, SOCIAL CHANGE, AND THE PROCESS OF FEMINIST RESEARCH

The dismantling of a male-dominated "power-over" social structure and its manifestations in human activities and relationships lies at the center of feminist thought. For many feminist psychologists, this has meant challenging the privileged, all-knowing, objective position of the researcher; viewing the "naive subject" of study as a participant in the process of creating knowledge; and using research methods aimed at transforming an oppressive culture (Burman, 1992; Crawford & Marecek, 1989; Hollway, 1989). These goals are at the center of the Community Education Team's (this issue) article: "Fostering Relationality When Implementing and Evaluating a Collective Drama Approach to Preventing Violence Against Women." The authors use the concept of relationality to describe the process of developing interdependence and an "egalitarian, democratic research relationship" among those involved in the study. Although "sharing power" is a goal of feminist research and pedagogy, detailed accounts of the process of incorporating feminist ideas regarding power relations in U.S. psychological research are rare. The Community Education Team reminds us that those ideas most central to feminist thought—power, process, and social change—are often the very ideas that still elude U.S. feminist psychological research.     

Motivational and personality variables distinguish academic underachievers from high achievers,low achievers,and overachievers

Social Psychology of Education - Previous studies have associated several variables concerning motivation and other domains with underachievement, i. e. a student's academic achievement falling...     

Frontline,facilitated communication,and Stephen Jay Gould

Journal of Behavioral Education -     

a review of working world: careers in international education,exchange, and development

Sherry L. Mueller and Mark Overmann. (2008). Working World: Careers in International Education, Exchange, and Development. Washington, DC: Georgetown University Press. 246 pages, $24.95 List, ISBN 978–158901–210–3.     

Introduction: Some Remarks on History,Philosophy, and Education

Studies in Philosophy and Education -     

Achievement and social goals, persistence-effort, and intentions of sport practice in physical education students

The present study examined the relationship between achievement and social goals, and explored how both types of goals can affect secondary school students' persistence/effort in Physical Education classes, as well as their intention to participate in sport activities after finishing secondary school. A sample of 350 students (aged 15-17) from two high schools in Asturias participated in the study. Multiple regression analysis showed: a) persistence/effort in physical education classes was better explained by social responsibility goals, followed by mastery-approach goals and mastery-avoidance goals; b) achievement goals are the only predictors of young people's intention of practicing sport in the future. Differences were found in these results according to gender and course. These findings help us better understand the processes involved in Physical Education. Finally, implications to improve classes and to achieve young people's more active and higher level of implication in sports are discussed.     

Education: Understanding,Ethics, and the Call of Justice

Education is interpreted as something basic to our humanity. As part of our primordial way of being human, education is intrinsic to the understanding’s functioning. At the same time education involves an originary ethical relation to the other, unsettling the self-directed character of the striving to live. And because of its social setting, the call of many others, education orients one to the social, to the call of justice.     

Patriotic Education: A Response to Thompson,Rogach, and Sockett

Studies in Philosophy and Education -     

Deweyan Democracy,Neoliberalism, and Action Research

Studies in Philosophy and Education - This article aims to establish a line of continuity between John Dewey’s democratic and educational ideals and the practice of action research, to...     

Women,Illiteracy, and Employment

This article presents public policy issues that affect literacy among women, as identified by the National Coalition for Women and Girls in Education.