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Descriptors:
Childrens Literature; Power Structure; Social Behavior; Behavior Standards; Discourse Analysis; Literary Criticism

Abstract:
This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children's literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children's literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of "adult" power theory to the study of children's literature, I argue that an aetonormativity-centred system of children's literature criticism crucially needs to reconceptualise the notion of "power" which lies at its heart. Any automatic connection between adult normativity and adult "power" would thus be questioned and critiqued. I propose a first conceptual split of "power" into "authority" and "might", and a consequent redistribution of these two concepts to the adult and child parties in the children's book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children's literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children's text. 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:
English (Second Language); Foreign Countries; Employment Opportunities; Work Experience; Labor Force; Foreign Students; Second Language Learning; Social Integration; Semi Structured Interviews; Social Discrimination; Cultural Pluralism; Student Attitudes; Cultural Awareness; Behavior Standards; Networks; Student Recruitment; Immigration

Abstract:
This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion. 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:
Behavior Problems; Heuristics; Ethics; Models; Reinforcement; Punishment; Organizations (Groups); Group Dynamics; Cues; Context Effect; Behavior Standards

Abstract:
In the present analysis the author utilizes the groups as patches model (Goltz, 2009, 2010) to extend fairness heuristic theory (Lind, 2001) in which the concept of fairness is thought to be a heuristic that allows individuals to match responses to consequences they receive from groups. In this model, individuals who are reviewing possible groups to join use stimuli they associate with fairness as screens to select groups with whom they will initiate contact. During initial contact, as well as after individuals have joined the group, individuals look for confirmation or disconfirmation of initial impressions of fairness, consistent with tracking, in which rules are followed because of a history of correspondence between the rule and the natural contingencies. These modified fairness assessments then serve to match the individual's responses to the rate of reinforcement being obtained from the group. In the case of unfairness, these responses may include lowered rates of responding, threats of punishment for unfairness, or switching to alternative groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Interviews; Case Studies; Smoking; College Environment; Social Behavior; Behavior Standards; Social Change; College Role; Student Attitudes; Educational Policy; Community Leaders; Role Models; Health Promotion; Prevention; Health Behavior; Public Health; Program Effectiveness

Abstract:
Smoking bans offer practical protection against environmental tobacco smoke and highlight the decreasing normative status of smoking. At Canadian universities, indoor smoking is now completely prohibited, but regulations vary with respect to outdoor smoking. The purpose of this research was to conceptualize the interactions of smoking bans on campus with changing social norms around smoking. Interviews were conducted with 36 key informants, exploring the development and normative significance of smoking bans at three case study institutions. Five key themes were identified in the transcripts. First, universities were understood as community leaders and role models. Second, they were viewed as institutions with a mandate to promote health. Third, students were generally perceived to view smoke-free environments and lifestyles as normative. Fourth, respondents also acknowledged that students remain vulnerable to social and behavioural influences that can encourage smoking. Finally, they articulated bans' normative effects: restricting where smoking occurs on campus may discourage initiation and support cessation. Our findings suggest that health-promoting policies, such as smoking bans, can be motivated by changes in social norms and that their implementation reinforces this norm shift. Moreover, the contextual and compositional characteristics of universities mean they are uniquely placed to adopt such initiatives. 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:
Affirmative Action; Racial Integration; African Americans; United States History; Racial Segregation; Civil Rights; Social Sciences; Civil Rights Legislation; Disadvantaged; Social Indicators; Democracy; Social Justice; Racial Discrimination; Social Behavior; Behavior Standards; Philosophy; Theories

Abstract:
More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy. 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:
Higher Education; Cheating; Campuses; Disclosure; Faculty; Ethics; Social Responsibility; Peer Influence; Peer Relationship; Models; Conflict; Behavior Standards; Social Behavior; Interpersonal Communication; Communication Research; Goal Orientation; Motivation; Identification; Decision Making; Gender Differences; Moral Values; Group Membership; Sex

Abstract:
Academic misconduct is a serious, pervasive, communication phenomenon on college campuses. In this study, the goals-plans-action model (Dillard, 1990) was used as a theoretical framework to investigate peer confrontation of cheating and whistle-blowing to a course instructor. In an experiment, participants were asked to respond to measures of primary and secondary goals, plans, explicit confrontation of a peer, and whistle-blowing. The primary goal and secondary goal predicted explicit confrontation. Whistle-blowing was predicted by either the primary goal and the affect management secondary goal (for same-group peers) or the personal resource secondary goal (for peers in other class groups). (Contains 5 tables 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:
Homosexuality; Teaching (Occupation); Social Status; Social Behavior; Behavior Standards; United States History; Rhetoric; Parent Attitudes; Public Speaking; Political Attitudes; Politics of Education; Educational History

Abstract:
"Newsweek" ran an article on "The Homosexual Teacher" in December 1978. At the end of a tumultuous two-year period framed by Anita Bryant's anti-gay campaign in South Florida and John Briggs' proposition to bar gay and lesbian educators from working in California public schools, reporters concluded, "Most homosexual teachers are deeply plagued by job anxiety." That observation likely came as no surprise. In this article, the author explores the Bryant and Briggs campaigns to see if this exposure of the recent past can shed light on some longstanding school questions. Anita Bryant and John Briggs used students as a rhetorical tool to target gay and lesbian teachers. Their camp exploited teachers as a wedge in the battle over gay rights. And conservative activists considered their attack on the gay rights movement the linchpin in their campaign to advance a far-reaching political agenda. In the conclusion, the author reflects upon what it means to objectify students and teachers in this way, moving them about as pawns on a political chessboard. But first, the author takes another look at the rhetoric that characterized the Bryant and Briggs campaigns. (Contains 80 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:
Ethics; Learning Theories; Social Systems; Social Influences; Role Models; Predictor Variables; Questionnaires; Moral Values; Business Administration Education; International Education; Undergraduate Study; Laws; Likert Scales; School Surveys; Influences; Behavior Standards; Behavior Theories

Abstract:
We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business leaders educated in environments espousing all moral philosophies except virtue ethics are influenced by their role models. However, differences in unethical behavior are found as related to the social influences of capitalism and laws. (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:
Identification (Psychology); Action Research; Social Behavior; Laboratory Experiments; Critical Thinking; Behavior Standards; Problem Solving; Cooperation

Abstract:
Collective action researchers have focused on injunctive norms that specify approved behavior as a panacea for collective action problems. We investigate whether descriptive norms (similar behavior) can also solve these problems. We argue that descriptive norms generate social identification, which then sustains conformity to expectations. Consequently, descriptive norms can characterize both cooperation and non-cooperation, such that cooperative norms sustain successful collective action while noncooperative norms result in collective action failure. Results from two laboratory experiments supported the hypothesis that descriptive norms can sustain collective action success and failure. Further, while normative non-cooperation eroded cooperation for high contributors, normative cooperation had little affect on low contributors. This asymmetry points to a paradox: because they promote group identification, noncooperative descriptive norms can be self-sustaining, with deleterious outcomes. 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:
Decision Making; Sustainable Development; Intervention; Computer Assisted Instruction; High School Students; Decision Making Skills; Content Analysis; Statistical Analysis; Values; Social Behavior; Behavior Standards

Abstract:
Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. ("International Journal of Science Education," 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' (n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence. (Contains 5 tables, 2 figures, and 3 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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