This weeks post of literature is actually going to be centered around addressing and reviewing two potential scales for my research.
Attitudes towards Lesbians and Gay Men and Support for Lesbian and Gay Human Rights Among Psychology Students, Sonja, J. Ellis, Celia Kitzinger, And Sue Wilkinson.
Comparisons between the short form of the attitudes towards lesbians and gay men scale (ATLG-S) and the new scale created for this study, the Support for Gay and Lesbian Human Rights Scale (SGLHRS) was administer to 226 undergraduate psychology students in the UK.
interestingly, when compared, only a select few actually indicated poor attitudes , but the sample as a whole did not support human rights for gays and lesbians.
Both scales reflect different aspects of a persons attitude sort of schema, private attitudes are discussed in the ATLG-S, where the SHRGL really emphasized public attitudes, both of which have major implications on the way teachers will approach and integrate issues into relevant fields.
Essentially, the next step would be to locate a scale reflecting impact of teacher belief's on curriculum, if such a thing exists.
Showing posts with label Kaml. Show all posts
Showing posts with label Kaml. Show all posts
Tuesday, March 8, 2011
Literature, Oh Literature- Diversity and Education
Both of these articles i pulled discussed the attitudes of pre-service teachers about homosexual and gay and lesbian issues. Both of them warrant a discussion of similar themes and quotes, plus i want to mention what news they bring to my research.
Article 1- Riggs, A.D, Rosenthal, Amy R., and Smith-Bonahue (2010) the impact of a combined cognitive-affective intervention on pre-service teacher's attiudes, knowledge and anticipated professional behaviors regarding homosexuality and gay and lesbian isusues. Teaching and Teacher Education(27) 201-209
Past research indicated that for the most part, pre-service teachers expressed considerable discomfort dealing with lgbt person's, including colleagues, and ware not likely to engage or begin a classroom discussion on homosexual issues or integrate homosexual themes into curriculum. Past work has shown relationships of behavior and attitude, thus inferring that teacher's with negative attitudes may negatively effect school experiences o fsexual minority students and youth from LGBT families. The study then used a pretest post test design that examined the effect on individuals going to sessions to increase positive attitudes and increase knowledge and willingness to engage in supportive lgbt behaviors.After assessment, 70% of teachers identified that they have never taken a course that included material pertaining to homosexuality or gay and lesbian issues, and that most pre-service teachers have meager knowledge about gay and lesbian issues, showing a potential inability to work with Gay and lesbian students and what they face in education.
Article 2) Silverman, S. (2010) What is Diversity? An Inquiry into Pre-Service Teacher Beliefs. american Education Research Journal (47) 292
After a length discussion about the lack of definition for the term diversity, a survey of preservice teacher beliefs that identified how they perceived concepts like race, class, gender, disabilities, sexual orientation, faith, family values, etc and integrated them into their classroom approach. Ultimately, implications for practice included further reliance on the constructs like diversity and its definitions, as well as teachers need to recognize their capacity as individuals and as a profession to bring about desirable outcomes for students. Future research relevant highlight is that investigation should dvelop on the content of multicultural education.
After reading these two articles, i realized two critical things.
1) Availability on impacts of faculty bias on higher education research is virtually non-existant,
2) if i can assume that teacher education does not receive addressment of lgbt issues, other fields who may need similar education are also in lack.
Thus, my research hopefully will begin to shine light on both of these questions.
Article 1- Riggs, A.D, Rosenthal, Amy R., and Smith-Bonahue (2010) the impact of a combined cognitive-affective intervention on pre-service teacher's attiudes, knowledge and anticipated professional behaviors regarding homosexuality and gay and lesbian isusues. Teaching and Teacher Education(27) 201-209
Past research indicated that for the most part, pre-service teachers expressed considerable discomfort dealing with lgbt person's, including colleagues, and ware not likely to engage or begin a classroom discussion on homosexual issues or integrate homosexual themes into curriculum. Past work has shown relationships of behavior and attitude, thus inferring that teacher's with negative attitudes may negatively effect school experiences o fsexual minority students and youth from LGBT families. The study then used a pretest post test design that examined the effect on individuals going to sessions to increase positive attitudes and increase knowledge and willingness to engage in supportive lgbt behaviors.After assessment, 70% of teachers identified that they have never taken a course that included material pertaining to homosexuality or gay and lesbian issues, and that most pre-service teachers have meager knowledge about gay and lesbian issues, showing a potential inability to work with Gay and lesbian students and what they face in education.
Article 2) Silverman, S. (2010) What is Diversity? An Inquiry into Pre-Service Teacher Beliefs. american Education Research Journal (47) 292
After a length discussion about the lack of definition for the term diversity, a survey of preservice teacher beliefs that identified how they perceived concepts like race, class, gender, disabilities, sexual orientation, faith, family values, etc and integrated them into their classroom approach. Ultimately, implications for practice included further reliance on the constructs like diversity and its definitions, as well as teachers need to recognize their capacity as individuals and as a profession to bring about desirable outcomes for students. Future research relevant highlight is that investigation should dvelop on the content of multicultural education.
After reading these two articles, i realized two critical things.
1) Availability on impacts of faculty bias on higher education research is virtually non-existant,
2) if i can assume that teacher education does not receive addressment of lgbt issues, other fields who may need similar education are also in lack.
Thus, my research hopefully will begin to shine light on both of these questions.
Sunday, March 6, 2011
This article summarized a longitudinal study to describe how faculty worked on curriculum improvements in a graduate program of educational leadership, working on how the faculty engaged in diversity project. The article identified several needs initially, the ones i am most interested specifically:
- Few studies have examined the experience of faculty who are exploring their own understanding of sociocultural identity differences and the way in which their scholarship, teaching, and service are shaped through this process.
- The diverse world in which k-12 and postsecondary students live and work requires institutional leader able to build successful and affirming diverse educational climates.
Ultimately, at the end of the study, after 2 years of work integrating diversity into the curricula, knowledge of impeding factors, such as time constraints and uneven understanding levels of different faculty members and of enhancing factors like common goals and research component of the study contributed to better understanding of the factors that became most prevalent in the study, namely privilege, silence, and the need of curricular change.
Allan, E.J. & Estler, S. E. (2005) Diversity, privelege, and us: collaborative curriculum transformation among educational leadership and faculty. Innovative Higher Education (29) 3, DOI 10.1007/s10755-005-1937
Wednesday, January 26, 2011
Career Success and Interplay with Personality and Interpersonal Relatsionships
Article
Wu, P., Foo, M., & Turban, D. B. (2008). The role of personality in relationship closeness, developer assistance, and career success. Journal of Vocational Behavior, 73(3), 440-448. doi:10.1016/j.jvb.2008.08.005
Wu, Foo and Turban in this study examined the importance relationship closeness In professional development relationship (mentor/mentee) and the effect of the Big Five personality factors (conscientiousness, extraversion, neuroticism, openness and agreeableness), using adaptive principles of social networking and career theory. A series of 8 hypothesis validated that global manifestations of the five traits proved more effective in building successful relationships (Wu, Foo, and Turban , 2008), building on past research showing that developer assistance (or professional development) relationships facilitated career success. Practical benefits of this study are the implications that further mentoring research can provide understanding of the positive effects of interpersonal closeness and personality factors in the professional area.
Strong points of this research are a strong ground on a highly tested theory (The Big 5 Personality, aka the Pentagonic Factor Model of Personality) along with an effective use of statistical factor analysis, CFI (comparative fit index) . Weak points as addressee in the article, was self reported measures, and a limited response rate of 51%.
Wu, P., Foo, M., & Turban, D. B. (2008). The role of personality in relationship closeness, developer assistance, and career success. Journal of Vocational Behavior, 73(3), 440-448. doi:10.1016/j.jvb.2008.08.005
Wu, Foo and Turban in this study examined the importance relationship closeness In professional development relationship (mentor/mentee) and the effect of the Big Five personality factors (conscientiousness, extraversion, neuroticism, openness and agreeableness), using adaptive principles of social networking and career theory. A series of 8 hypothesis validated that global manifestations of the five traits proved more effective in building successful relationships (Wu, Foo, and Turban , 2008), building on past research showing that developer assistance (or professional development) relationships facilitated career success. Practical benefits of this study are the implications that further mentoring research can provide understanding of the positive effects of interpersonal closeness and personality factors in the professional area.
Strong points of this research are a strong ground on a highly tested theory (The Big 5 Personality, aka the Pentagonic Factor Model of Personality) along with an effective use of statistical factor analysis, CFI (comparative fit index) . Weak points as addressee in the article, was self reported measures, and a limited response rate of 51%.
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