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Biological Sciences; Scientific Research; Animals; Foreign Countries; Preservice Teachers; Social Attitudes; Student Teacher Attitudes; Ethics; Controversial Issues (Course Content); Case Studies; Gender Differences; Questionnaires; Moral Issues; Moral Values; Research and Development; Research Problems; Research Methodology; Science Experiments; Laboratory Experiments; Natural Sciences

Abstract:
Vivisection (live animal experimentation) is a controversial issue for many people. The purpose of this case study is to examine the attitudes of prospective teachers toward vivisection in education and research, to determine if gender has an influence on these attitudes, and to discuss the implications of these attitudes with regard to teaching of the disciplines in the life sciences. A sample of 100 prospective life sciences and natural sciences teachers from a South African university responded to a questionnaire on vivisection in education and scientific research. The responses were analysed qualitatively and quantitatively. The results showed that most prospective teachers are in favour of animal rights and that females are more averse to vivisection than males. A number of suggestions are made with regard to vivisection in schools and tertiary institutions. (Contains 3 tables and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Responsibility; Misconceptions; Males; Rape; Females; Social Attitudes; Victims of Crime; Social Bias; Fear; Gender Bias; Sex Role; Stereotypes; Foreign Countries; Gender Differences; Undergraduate Students; Hypothesis Testing; Homosexuality

Abstract:
The relationship between male rape myth acceptance, female rape myth acceptance, attitudes toward gay men, a series of gender role and sexism measures, victim blame and assault severity were investigated. It was predicted that men would display more negative, stereotypical attitudes than women and that male rape myth endorsement would be related to, and predicted by, the other attitude and attribution scales. Respondents comprised 323 undergraduates (146 males and 177 females) from a large University in the Northwest of England. Results broadly conformed to predictions, with men generally more negative than women, and male rape myth acceptance significantly related to female rape myth acceptance, negative attitudes about gay men, gender role attitudes, and victim blame. Furthermore, male rape myth acceptance was predicted by female rape myth acceptance, gender attitudes, and victim blame. Methodological issues and implications for future work and those working with victims are discussed. (Contains 4 table 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:
Religion; Multilingualism; Values Clarification; Values Education; Beliefs; Controversial Issues (Course Content); Classroom Techniques; Educational Strategies; Social Cognition; Communication Skills; Interpersonal Competence; Social Attitudes

Abstract:
Given the prevalence of religion talk in today's world, another form of fluency is needed. Civic multilingualism is the ability to converse across different religious and ethical perspectives in search of understanding, compromise, and common ground. According to the author, this may represent the greatest social challenge of the 21st century. Several important conceptual distinctions can foster civic multilingualism in school and help teachers productively engage students in discussions about religion in the classroom. These include focusing on respect instead of tolerance, focusing on the civic implications of the beliefs rather than on the beliefs themselves, clarifying that respect doesn't mean endorsement, and understanding that respectful conversation and reasonable disagreement are essential practices in a 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:
School Safety; Homosexuality; Discourse Analysis; Marriage; Group Discussion; Social Theories; High Schools; School Culture; Social Attitudes; Social Bias; Discussion (Teaching Technique); High School Students; Gender Issues

Abstract:
Scholars have called for discussions of same-sex marriage in schools as one way of ending the curricular silence around lesbian, gay, bisexual, transgender, and questioning (LGBTQ) people. Yet, concerns about how students might talk about LGBTQ people can contribute to teachers' reluctance to initiate such discussions. Queer theory suggests that discussions of same-sex marriage require students to negotiate high school cultures that often assume and enforce heterosexuality. Further, students are likely to draw on the larger societal debate, a debate that often characterizes LGBTQ people very differently (and often stereotypically). Informed by discourse analysis, the author examined one discussion of same-sex marriage in a high school classroom and considered the ways students managed both their arguments and their identities. He also examined students' arguments to see how they contest what it means to be LGBTQ. Results of the analysis suggest that the assumption of heterosexuality pervaded the same-sex marriage discussion and that student arguments tended to focus squarely on the nature of LGBTQ people. These findings suggest that romantic notions of classroom safety might be inadequate when discussing same-sex marriage and that teachers need to carefully consider issues of student identity and the discourses available to students before they introduce same-sex marriage as a controversial political issue discussion topic. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Education; Misconceptions; Culturally Relevant Education; Naming; Teaching Methods; Controversial Issues (Course Content); Educational Practices; Art Activities; Learning Activities; Instructional Design; Mass Media Effects; Mass Media Role; Mass Media Use; Popular Culture; Social Attitudes; Stereotypes; Cultural Differences

Abstract:
Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams as part of an art education curriculum are an effective tool of "culturally" responsive teaching. I believe art education is positioned to challenge assumptions arising from mass media and visual culture because art education creates, interprets, and critiques visual images. Within the realms of mass media and visual culture, culture jams offer students an opportunity to examine and reinterpret dominant forms of culture, become active agents in the construction of knowledge, utilize cultural backgrounds, and correct misconceptions about their cultural heritage. I present my personal culture jam as an example of how conversations about racial and ethnic perception can begin through the exercise of naming. (Contains 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Muslims; Stereotypes; Social Discrimination; Social Justice; Social Bias; Critical Theory; Political Issues; Labeling (of Persons); Social Attitudes; Social Change; Controversial Issues (Course Content); Classroom Environment

Abstract:
Social and political tensions heightened after the attacks of 9/11 have created an increase in Islamophobia. Historically, vilified depictions of Muslims have legitimized discriminatory acts against Muslim Americans. In this context, Islamophobia has infiltrated our classrooms, making it urgent for educators to develop a critical pedagogical stance that counters discrimination and demystifies stereotypes against Muslim American students. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Social Attitudes; Media Literacy; Rural Areas; Foreign Countries; Mass Media Effects; Gender Issues; Gender Bias; Cultural Awareness; Culturally Relevant Education; Social Change; Advertising; Television Viewing; Brain; Interviews; Violence; Adolescents; Pregnancy; Early Parenthood; Social Bias; Corporations; Freedom of Speech; Public Policy

Abstract:
While infanticide or sex selective abortion in rural areas of the world may seem to have little to do with a famous musician who is a domestic abuser from the first world who avoids criminal punishment while being applauded and glamourized, the message going out to girls is consistent: they are not valued in the same way that boys are. In order to make adequate recommendations for change to increase the benefit of media, one must look to its source, its use, and its locale. Media literacy schemes may be seen as a localized plan for significant change, and can certainly be of use. However, its impact will be felt globally by addressing the issue at its source by engaging girls in the creation of media early as a career goal, resulting in lasting transformation, rather than decrying the end products and lack of effective public policy. Being familiar with cultural norms is essential to build impactful educational campaigns. Money can be spent by governments or NGOs to increase positive messages, but if it is not possible for the locals to implement the message in their daily lives through the buy-in of local officials and leaders, lasting change is not possible whether it be in the case of Ms. Feng in China (forced late term abortion by family planning officials) or Mr. Brown (known batterer and singer who continues to be rewarded through fame and fortune, suffering little consequence for his crimes) in the United States. Stealthy advertising campaigns and hidden "cookie gathering" of children's data only further exacerbate the impact of negative messages to girls by gathering information on them about their potential "weaknesses" in the form of desire, and what they search for online (food, beauty, fame) and what they crave to be, or look like in order for corporations to sell to them. And of course, what is sold to them (even in the form of an idea) filters out to their greater society, in the context that they live in. (Contains 11 figures.) 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:
Elementary Schools; Secondary Schools; Conflict; Foreign Countries; Comparative Analysis; Citizenship; Semi Structured Interviews; Social Bias; Fear; Islamic Culture; Cross Cultural Studies; Cultural Differences; Ethnic Groups; Social Attitudes; Student Attitudes; Elementary School Students; Secondary School Students; Religious Factors; Student Experience; Educational Environment; Violence; Bullying; Self Disclosure (Individuals)

Abstract:
This article discusses some preliminary findings of the English part of a European Commission Fundamental Rights and Citizenship funded project "Children's Voices" (2011-2013) concerned with exploring and understanding children and young people's experiences of interethnic conflict and violence in primary and secondary schools. This is a comparative study of England, Slovenia, Cyprus, Austria and Italy and the English focus is on Islamophobia. The research comprises a review of literature, legislation and good practice in race equality in England; a quantitative study of 8 primary schools (year 5/6) and 8 Secondary schools/sixth form centres (year 12/13) in 4 regions of England; a qualitative study of pupils and adults in 4 schools in one region and interview material from semi structured interviews with a range of "experts" in the area. The article outlines some of the research findings from the first quantitative stage of the research. It argues that in schools with a strong citizenship ethos, where different religions are respected and where there are strong institutional processes and procedures against discriminatory practices, Islamophobia and conflict are not likely to be an issue, however, the same cannot be said for the wider society. (Contains 11 figures and 9 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:
Educational Strategies; Protocol Analysis; Grade 7; Culturally Relevant Education; Language Arts; Multicultural Education; Reading Material Selection; Childrens Literature; Fiction; Social Discrimination; Social Bias; Social Distance; Cultural Pluralism; Reading Lists; Controversial Issues (Course Content); Action Research; Suburban Schools; Instructional Materials; English Instruction; Junior High School Students

Abstract:
This article describes a 7th grade Language Arts teacher's investigation into whether she could use her district-prescribed literature selections to effectively increase her students' awareness of sociocultural issues. She used an instructional strategy called Think-Aloud to explicitly discuss social and cultural issues as they related to the characters in the literature. Data indicate that through the Think-Aloud discussions, occurring each week with each literature selection, her students gained a deeper understanding of the literature and of socio-cultural issues such as discrimination and prejudice. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Homosexuality; College Students; Educational Objectives; Sexual Identity; Gender Issues; Attitude Measures; Gender Differences; Educational Environment; Learner Engagement; Outcomes of Education; Student Experience; Comparative Analysis; Social Bias; Sexual Orientation; Social Discrimination; Peer Relationship; College Faculty; Self Efficacy; Leadership; Social Responsibility

Abstract:
We explored transgender students' perceptions, engagement, and educational outcomes across 17 dimensions of the collegiate experience. Data were collected as part of a national study and represent a total of 91 transgender-identified college students as well as matching samples of nontransgender LGB and heterosexual peers for comparative purposes. Results suggest some variation within the transgender student population (i.e., male to female, female to male, intersexed) as well as significant differences in perceptions of campus climate and educational outcomes between transgender students and their nontransgender LGB and heterosexual peers. (Contains 5 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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