Your search found 17139 results.

Descriptors:
Immigrants; Foreign Countries; Language Proficiency; Preschool Children; Student Adjustment; Cultural Background; Behavior Problems; Child Rearing; Academic Ability; Spanish; Student Attitudes; Second Language Learning; Cultural Differences

Abstract:
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children's adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children's attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Drinking; Cross Cultural Studies; Alcohol Abuse; Gender Differences; Correlation; Hierarchical Linear Modeling; Surveys; Cultural Differences; Violence; Marriage; Interpersonal Relationship; Males

Abstract:
This study explores whether associations between consuming alcohol in bars and alcohol-related harms are consistent across countries and whether country-level characteristics modify associations. We hypothesized that genderedness of bar drinking modifies associations, such that odds of harms associated with bar drinking increase more rapidly in predominantly male bar-drinking countries. Multilevel analysis was used to analyze survey data from 21 countries representing five continents from Gender, Alcohol, and Culture: An International Study (GENACIS). Bar frequency was positively associated with harms overall. Relationships between bar frequency and harms varied across country. Genderedness modified associations between bar frequency and odds of fights, marriage/relationship harms, and work harms. Findings were significant only for men. Contrary to our hypothesis, odds of harms associated with bar drinking increased less rapidly in countries where bar drinking is predominantly male. This suggests predominantly male bar drinking cultures may be protective for males who more frequently drink in bars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Intervention; Counseling; Values; Internet; Counselor Educators; Behavior Problems; Cultural Awareness; College Faculty; Counselor Training; Cultural Differences; College Students

Abstract:
Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cultural Differences; Creativity; Cross Cultural Studies; Attitudes; Collectivism; Participation; Drills (Practice); Individualism; Foreign Countries

Abstract:
The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Comparative Analysis; Gender Differences; Cultural Differences; Conflict; Depression (Psychology); Teacher Characteristics; Foreign Countries; Student Characteristics; Teacher Student Relationship; Correlation; Cross Cultural Studies; Psychological Patterns; Mental Disorders; Young Children

Abstract:
The purpose of the current study was to investigate variations in teacher-child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American comparison group (N = 36 children in nine classrooms). Teacher-child relationships were found to vary in the in levels of closeness, conflict and over-dependence. There was more variation within as opposed to between classrooms, indicating that child attributes play an important role in teacher-child relationships. Girls had better relationships with their teachers than boys, characterised by higher levels of closeness and lower levels of conflict. Higher levels of shyness were associated with more conflicted teacher-child relationships for boys, and less conflicted ones for girls. Teachers with higher levels of neuroticism and depression tended to report more conflicted relationships with children. Hungarian teachers reported more closeness in their relationships with younger children, whereas American teachers reported higher levels of relationship closeness with older children. Hungarian teachers reported higher levels of over-dependence of the children in their classrooms than did American teachers. Educational implications as well as limitations and recommendations for future research are discussed. (Contains 9 tables, 2 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Adult Students; Native Speakers; Social Class; Romance Languages; Spanish; Cultural Differences; Language Usage; Stereotypes; Sociolinguistics; Native Language; Language Minorities; Language Attitudes; Second Language Learning; Foreign Countries

Abstract:
Adult students of Catalan are worthy of study because they reveal complexities underlying taken-for-granted assumptions about Catalan speakers and Castilian speakers. Far from fitting into neat bundles aligning language of origin, social class, and national orientation, the students in this study exemplify the breakdown of boundaries traditionally assumed to exist between Catalan speakers and Castilian speakers. These findings point to a disjuncture between public discourse and the lived experience of language users. Close examination of actual speakers' motivations, classroom performance, and national orientations reveals much more nuance; in this classroom, the fault lines run along social class divisions, which are themselves contrary to stereotypes. This finding advances studies of linguistic authority, suggesting that native speakers may be positioned differently in different sociolinguistic contexts, depending on their social class and whether the language in question is an institutionalized code or a minoritized one. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Cultural Differences; Minority Groups; Citizenship Education; Migration; Social Theories; Cultural Pluralism; Self Determination; Immigration; State Action; Acculturation

Abstract:
Most societies today are culturally diverse. Increasingly, minority groups are demanding recognition and self-governing rights to protect their ways of life against that of the majority. These demands represent a serious challenge for the state: how is it to balance between the equally legitimate claims of the many cultures inhabiting its territories, all the while promoting a set of common practices and democratic institutions? In several influential publications, Will Kymlicka has offered persuasive answers to those questions. This article examines his theory, with particular emphasis on the distinction he draws between what he calls national minorities and polyethnic (or immigrant) groups. Given his hierarchical structuring of both groups, this article attempts to show that Kymlicka falls into somewhat contradictory positions, especially evident when considering the implications of his theory on how education is structured within multicultural states. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Selective Admission; Cultural Differences; Social Mobility; Social Capital; Family Relationship; Friendship; Socioeconomic Background; Interviews; Surveys; Social Differences; Qualitative Research; Statistical Analysis; College Students

Abstract:
Sociologists have long recognized that cultural differences help explain the perpetuation of inequality by invisibly limiting access to elite cultural norms. However, there has been little investigation of the ways students reconcile shifts in habitus gained in educational settings with existing, nonelite habitus. The authors use both qualitative and quantitative data to examine the ways students navigate what Bourdieu called a "cleft habitus." In particular, the authors examine how students of low socioeconomic status experience contacts with their families and hometown friends, arguing that these moments are crucial to understanding whether and how their habitus is changing and whether that change creates a divide between those students and their origins. Interview and survey data both show that social mobility does not come without sacrifice and that these sacrifices warrant more serious study in the sociology of stratification. (Contains 3 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cultural Differences; Cultural Context; Foreign Countries; Educational Research; Gender Issues; Research and Development; Gender Differences; Graduate Students; Masters Programs; Interviews; Islam; Islamic Culture; Student Attitudes

Abstract:
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008-2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website