The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance

ABSTRACT

We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.     

Aiding self-knowledge

ABSTRACT

Some self-knowledge must be arrived at by the subject herself, rather than being transmitted by another’s testimony. Yet in many cases the subject interacts with an expert in part because she is likely to have the relevant knowledge of their mind. This raises a question: what is the expert’s knowledge like that there are barriers to simply transmitting it by testimony? I argue that the expert’s knowledge is, in some circumstances, proleptic, referring to attitudes the subject would hold were she to reflect in certain ways. The expert’s knowledge cannot be transmitted by testimony because self-knowledge cannot be proleptic.     

Spiritual Issues in Counseling: What Do Students Perceive They Are Being Taught?

Client religious and spiritual practices have recently emerged as beneficial to both mental and physical health. However, graduates of counseling programs indicate that they have not been adequately trained to address religious and spiritual issues with clients. This exploratory study focused on the perceptions of counselors‐in‐training regarding what messages they received about these issues during their training programs, as well as their potential behaviors when working with clients. Results indicated that potential behaviors are not always consistent with what they are taught. Implications for training and future research are discussed.     

Sources of Cognitive Exploration: Genetic Variation in the Prefrontal Dopamine System Predicts Openness/Intellect

The personality trait Openness/Intellect reflects the tendency to be imaginative, curious, perceptive, artistic, and intellectual - all characteristics that involve cognitive exploration. Little is known about the biological basis of Openness/Intellect, but the trait has been linked to cognitive functions of prefrontal cortex, and the neurotransmitter dopamine plays a key role in motivation to explore. The hypothesis that dopamine is involved in Openness/Intellect was supported by examining its association with two genes that are central components of the prefrontal dopaminergic system. In two demographically different samples (children: N = 608; adults: N = 214), variation in the dopamine D4 receptor gene (DRD4) and the catechol-O-methyltransferase gene (COMT) predicted Openness/Intellect, as main effects in the child sample and as a gene-gene interaction in adults.     

Creating metacognitive environments in primary school RE classrooms

Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.     

A model for integrating spiritual education into secular curricula

The purpose of this article is to illustrate how the model proposed initially by De Souza and developed by Buchanan and Hyde for religious education can be applied to secular education. Using the context of an action research project in Mainland China to introduce education in human values to government primary schools, examples are drawn from mathematics topics to show how teachers have been able to integrate cognitive, affective and values messages into their existing subject curricula. Children’s and teachers’ comments suggest that both are aware of the inner transformations that occur over time, and illustrate that it is possible to bring about such transformation in a way that is compatible with the ideology of the system.     

The eternal yearning

Parker Palmer defines spirituality as ‘the eternal yearning to be connected with something larger than our own egos’ (2003, 121). This yearning is an innate human need that transcends age, culture, ethnicity and belief. Despite deficit assumptions about young people, they are drawn to this need to surmount the ego and contribute to something larger than their own wants and needs. Two counter stories of young people involved in social activism outline how this is achieved. These are stories of contribution, compassion, empathy and understanding. Implications for schools are outlined including the range of learning that social activism inspires.     

The empathetic mind: the essence of human spirituality

The discovery of mirror neurons has led to some exciting research into the role of the brain and human empathy. Empathy is a significant element in human relationality and, therefore, human spirituality. This article will focus on the links between mirror neurons and human empathy and education. It will then examine how technology may be a factor in causing the erosion of empathy in today’s world, leading to school violence and bullying. It will conclude by offering some guidelines for educational programmes which may lead to the nurturing of children’s empathy.     

Spiritual sensitivity in the classroom: a teaching experiment in Finnish upper secondary religious education

The interest to research spirituality in the classroom has been constant over the last decade. However, empirical research into classroom pedagogy and the lived experience of religious education has been scarce. This study describes a small-scale intervention that aimed to promote students’ spiritual reflection in Finnish upper secondary school RE classes by using stimulating tasks. One class (N?=?23) of upper secondary school students (16–18?years of age) participated in the study. Analysis of students’ responses after the silent reflection moments suggested that the tasks were successful in eliciting some level of spiritual reflection for most of the students. In this article, we describe the experiment and the content and nature of this reflection, as well as discuss the advantages and challenges of spiritually sensitive teaching methods in a classroom of heterogeneous worldviews.