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Descriptors:
Science Education; Culture; Cultural Capital; Student Subcultures; Adjustment (to Environment); Educational Research; Research Methodology; Student Diversity; Perspective Taking

Abstract:
This special issue of the Journal of Research in Science Teaching seeks to explore conceptualizations of culture that address contemporary challenges in science education. Toward this end, we unite two theoretical perspectives to advance a conceptualization of culture as a complex system, emerging from iterative processes of cultural bricolage, that is, a cyclic (re)application, and adaptation via approximation, of cultural tools to contexts as they uniquely arise. This conception of culture provides a means for transmission of culture from one individual to another, but it also allows for substantial diversity of individual perspectives within a cultural group in ways that supra-individual conceptions of culture do not. What is more, this diversity of individuals provides a mechanism for cultural evolution and simultaneously allows for an individual to be shaped by culture and culture to be shaped by the individual. Culture, in this conception, is understood to be an emergent phenomenon, built up from iterative application of cultural software. Implications are considered with respect to further development toward a theoretical framework; educational research agenda and methodology; and education policy--particularly in the context of science education. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Legislation; Academic Achievement; Goal Orientation; Expectation; Educational Improvement; Differences; Student Subcultures; State Government; Comparative Analysis; Politics of Education

Abstract:
Given the flexibility to revise their academic goals under the No Child Left Behind (NCLB) Act, a vast majority of the states that received federal waivers are setting different expectations for different subgroups of students, an "Education Week" analysis shows. That marks a dramatic shift in policy and philosophy from the original law. The waivers issued by the U.S. Department of Education let states abandon the goal of 100 percent proficiency in reading and mathematics for all students and instead hold schools accountable for passing rates that vary by subgroup--as long as those schools make significant gains in closing gaps in achievement. The leeway to set the new academic goals tacitly acknowledges that the 100 percent goal is unrealistic. But it also means that members of racial and ethnic minorities, English-language learners, and students with disabilities will fail to master college- and career-readiness standards by the end of the 2016-2017 school year at greater rates in most waiver states. Offered the new flexibility, only eight states--Arizona, Colorado, Michigan, Missouri, Nevada, New Mexico, South Carolina, and Oregon--set the same targets for all students, according to the "Education Week" analysis of the 34 new state accountability plans. (Wisconsin has the same goal in 2017 for all students, but sets different targets until then.) Although virtually all observers agree now that the NCLB law's demand of 100 percent proficiency for all students is unworkable, many also say the message was important--that schools should be able to get all students to achieve at grade level in math and reading within 12 years after the law took effect. Now, the message is different, and seemingly more realistic: Academic goals can vary, even by subgroup, as long as states significantly close achievement gaps. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Freshmen; Longitudinal Studies; Role of Religion; Role; Race; Friendship; Racial Relations; College Seniors; Protestants; Jews; Student Participation; Religious Organizations; Student Subcultures

Abstract:
This study analyzes data from the National Longitudinal Study of Freshmen (NLSF) to examine whether religious affiliation and involvement are related to the outcome of interracial friendship in the fourth year of college. When controlling for students' demographic characteristics, institutional characteristics, and previous levels of interracial friendship, being Protestant or Jewish was negatively related to interracial friendship. In addition, students who reported higher levels of religious salience and involvement in campus religious organizations were significantly less likely to have close friends of another race by the fourth year of college. Findings highlight the need for educators to understand the role of religion in shaping students' precollege and college experiences with diversity. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African American Students; Females; High School Students; Music; Video Technology; Mass Media; Mass Media Use; Mass Media Effects; Television Viewing; Student Subcultures; African American Culture; Social Science Research; Self Concept; Adolescents; Developmental Stages; Cognitive Development; Identification; Social Influences; Stereotypes; Nontraditional Education; Urban Schools; Race; Socioeconomic Status; Sex; Resistance (Psychology)

Abstract:
This research investigates the ways in which three African American high school girls interpret and challenge racialized and sexualized media representations of their race, class, and gender within music videos. The authors assert that these students' ability to counter stereotypes is a reflection of their cultural orientations, as well as their developmental stage of adolescence--two phenomena rarely combined in social science research on Black girls. The first observes how participants' stage of cognitive development assists them in interpreting media content. The second looks at the historical and sociocultural experiences of females of color that may help these students resist imposed racialized identities. Researcher findings indicate that different cognitive processes and cultural experiences assist these students in filtering through media stereotypes, as well as establishing and maintaining a positive identity that is relatively separate from one-dimensional media representations. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; College Freshmen; Student College Relationship; Social Influences; Class Activities; Student Attitudes; Focus Groups; Phenomenology; Student Subcultures; Social Environment; Student Development; Context Effect; Student Diversity

Abstract:
With more non-local (Mainland China and overseas) students admitted into the universities of Hong Kong, the student population on campus is becoming much more diversified. This study was a phenomenological inquiry into the social engagement experiences of local and non-local Chinese students in their first year at a university in Hong Kong. Qualitative data was obtained from 10 focus groups. The findings suggested that the majority of the students in the study were active in social engagement and most achieved a sense of belonging to the university or its sub-communities. The culture in student communities played an important role in students' social engagement. It pushed students to become intensively involved in out-of-class activities and challenged them to reflect on the direction in which they would carry this historical legacy forward in the diversifying campus. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Goal Orientation; Educational Improvement; Ethnocentrism; School Culture; Student Subcultures; Cultural Education; Educational Administration; State Church Separation; Self Expression; Religious Factors; Constitutional Law; Court Litigation; Educational Change; Islam; Muslims

Abstract:
When first conceived, charter schools were envisioned as local projects initiated by parents and/or groups of teachers seeking to improve the educational performance of students. In the past two decades, the phenomenon has expanded to more than 5% of all U.S. public schools and almost 3% of all students (Center for Education Reform [CER], 2009). During this time, groups have come onto the charter school landscape representing points of view that were not a part of the original rhetoric. In the area of charter school creation and management, the originally envisioned groups of parents and teachers have been joined by educational management organizations and charter management organizations. Another of these phenomena are the so-called ethnocentric niche charter schools that seek to integrate the celebration of cultural, ethnic, linguistic, or philosophical concepts into the educational process. This chapter provides examples of two types of ethnocentric schools and examines whether they are able to operate within the legal constraints imposed on them by state charter school laws and the First Amendment of the U.S. Constitution. The authors describe the history of litigation and public discussion that accompanies the establishment of ethnocentric niche charter schools and conclude that a new research focus is necessary to evaluate properly this new phenomenon. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Young Adults; Educational Sociology; High Achievement; Student Subcultures; Social Class; Identification (Psychology); Secondary School Students

Abstract:
High achievement, and in particular, the role of the academically diligent and successful "boffin" or "geek", are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of "boffin/geek" and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, "race", age, and institutional location impact on these constructions and outcomes. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Subcultures; Student Participation; Public Colleges; Questionnaires; Influences; Parent Influence; Counseling Techniques; Foreign Countries

Abstract:
This study examined the predictive factors in undergraduates' involvement in campus secret cults in public universities in Edo State of Nigeria. The study employed the descriptive method, specifically the survey format. A random sample of three hundred and eighty (380) undergraduates was drawn from the two public universities. Data were elicited from these respondents with the aid of a questionnaire, entitled the Campus Life Inventory. Based on the data generated, the study found that the students rated the seven variables (insecurity in university campuses, lack of recreational facilities, monetary, parental influence, marital separation, peer group influence, and university authority's patronage) as predictive factors which favourably influence the undergraduates to be involved in campus cultism. The study also found that parental influence was rated highest among the seven predictive factors influencing undergraduates' involvement in campus cultism. In line with the above findings, the study advocated some counselling strategies that may be adopted to reduce students' involvement in campus cult activities. Prominent among these strategies is the factor elimination. This approach emphasizes that all known factors that make campus cultism to thrive should be eliminated at all cost. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Institutional Research; Student Subcultures; Educational Objectives; Outcomes of Education; Academic Achievement; Classification; Leadership; Group Experience; Student Participation; Leadership Training; Student Leadership; Student Behavior; Student Characteristics; Collegiality; Predictor Variables; Performance Factors; Student Experience

Abstract:
Given the high rate at which students report participation in cocurricular group experiences during college, it becomes critical to have a clear understanding of how these experiences related to both one another and educational outcomes. Existing research examined specific types of group experiences or simple involvement in general, failing to capture the complex patterns of involvement that evolve across the collegiate experience. This gap contributed to difficulties in accurately assessing the relative impact of patterns of involvement on educational outcomes. This article synthesizes the findings of a recent study that resulted in the creation of an empirical taxonomy classifying college students based on their patterns of involvement across twenty-one types of cocurricular group experiences. The study served as a direct response to Kuh's (1995) call for an increase in research on student subcultures and the link between behaviors and characteristics associated with these cultures and educational outcomes. The results also highlight the relationship between each of the patterns of involvement and educational outcomes associated with leadership development. Finally, the article offers insights for applying the taxonomy in institutional research and as a means to better understand the experiences of students at college. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Legislation; Educational Improvement; Accountability; Educational Indicators; Politics of Education; Federal Programs; Standardized Tests; Scores; Middle Schools; Achievement Gap; Academic Failure; Logical Thinking; Disabilities; English (Second Language); Second Language Learning; Data Interpretation; Interpretive Skills; Reputation; Institutional Characteristics; Competition; Student Characteristics; Context Effect; Student Subcultures

Abstract:
This article discusses how the Adequate Yearly Progress (AYP) accountability mechanism of No Child Left Behind makes use of supposedly objective standardized test scores to describe schools in a certain way when the very same results could serve to draw very different conclusions. Examining the proficiency scores of students from a specific middle school that is determined to be unequivocally failing according to AYP, the article shows how the same data could be used to characterize this school in ways that are more complex and emphasize its possible accomplishments. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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