Suchergebnisse

Validity comparisons (including hit rates, kappa coefficients, and chance expectancy rates) were made between person matching at the scale and discriminant analysis levels with 5,143 medical students who had taken an interest inventory and had entered their medical residencies. Person matching using the 30 discriminant analysis items demonstrated the greatest ability to assign test takers to the highest number of occupations at a rate greater than chance.

A random sample of 1,276 U.S. adults were surveyed about their perceptions of differences for Blacks in the United States based on discrimination, ability to learn, opportunities for education, and willpower. Those with little education and extensive education were more aware of discrimination for Blacks. Higher levels of education as well as professional and managerial work increased awareness that Blacks have the same ability to learn as Whites and that Blacks lack equitable opportunities for an education. Those with less education and those employed in technical and manual labor were the most likely to say Blacks lacked willpower.

This paper reports the results of research on education inequalities in Northern Ireland, carried out by a team from Queen's University Belfast on behalf of the Equality Commission for Northern Ireland. A focus group and individual interviews were carried out with key stakeholders (transgender individuals, parents of transgender students, and advocates from organisations that support transgender students) to explore and understand the contributory factors and manifestation of educational inequalities for transgender students at different stages of their education, along with potential enablers of equality. The main barriers found were: gender stereotyping in schools; a lack of awareness and understanding of trans issues; a lack of guidance for schools; inflexibility around school rules; exclusion (including self-exclusion due to feelings of not being accepted); the timing of transition; difficult enrolment processes; moving away from home; and inappropriate facilities. Enablers of education equality for transgender students included: central directives and joined-up working between government departments; training for school staff; flexibility in school practices; and a systematic approach to data collection concerning the experiences of transgender students.

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI – at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation – new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.

This study with 20 adults explored adding career biographies and career narrative writing to the career interest assessment report process. Participants reported that biographies and narratives helped them identify themes to consider how their career plans fit their personal lifestyle, meaning making, and values. This study offers 1 way to incorporate narratives and story to explore the self and self‐in‐context to activate meaning‐making processes in career interest assessment reports. Until career interest assessment reports include career biographies and a process for writing career narratives, only career counselors can offer this type of service to clients.