Balancing the equation : Mentoring first-year female STEM students at a regional university
- Authors: Reid, Jackie , Smith, Erica , Iamsuk, Nansiri , Miller, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education Vol. 24, no. 4 (2016), p. 18-30
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- Description: Due to changes to Australia's economic landscape (e.g., falling productivity and the end of the mining boom) and the emergence of disruptive digital technologies, the shape of the Australian workforce is rapidly changing and the development of STEM skills is an imperative. There has been a decline, however, in the number of students studying STEM subjects in senior secondary school, and the underrepresentation of females in many STEM disciplines further compounds the problem. The University of New England is a regional Australian university where a large proportion of students are from rural and regional areas, are mature-aged, and come from low SES backgrounds. Many commence their tertiary studies in STEM with diverse backgrounds, often without the necessary assumed knowledge. A mentoring program was designed to assist female students develop STEM-related study and career goals. Important components of the program included: face-to-face and online training and professional development for participants, two mentors (one academic and one industry-based) per student, accessibility for students studying at a distance, guest speakers, and outreach activities promoting STEM to the wider community. This program could be readily adapted for other cohorts of students (e.g., indigenous students) and expanded (e.g., for all students embarking on STEM studies). The program helped students recognise and address potential roadblocks to a sustained and successful STEM-based career, build confidence in pursuing study and career goals, and develop sound decision-making skills in career planning. For mentors, the program offered STEM-related professional development opportunities. Furthermore, academic mentors reported a positive impact on their approach to STEM teaching as a result of participation in the program.
Education reform makes no sense without social class
- Authors: Smyth, John
- Date: 2014
- Type: Text , Journal article , Review
- Relation: British Journal of Sociology of Education Vol. 35, no. 6 (2014), p. 953-962
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- Description: In enlightened and civilised societies we like to think that the blatantly racist eugenics movement that involved social selection based upon genetic traits is a disgraceful notion relegated to the past; but it seems not, it has just re-emerged in another form through the back door. It is an interesting question as to why social class continues to remain such a verboten topic, and to understand why we need to get inside what is going on. I can get to the essence of my argument quickly through an example from a university colleague: ‘This is bullshit,’ the student muttered under her breath. The tutorial topic assigned for that week was class. I’d kicked things off by asking whether class existed in modern Australia, or whether it was a relic of nineteenth century Europe. Struck by the student’s response, I asked her to elaborate. She did: Look, I went to private school and my Dad’s a CEO and most of his friends are business people. So I guess that’s supposed to make me upper class? But class has nothing to do with it. Going to a private school was my parents’ decision. And my Dad’s friends are just his friends. I suggested that the choice of school – not to mention the capacity to affordthe fees – and her father’s friendship network might have been heavily shaped by their class position. That wasn’t to say there was anything wrong with it, but it did show how our lives are shaped by larger social and economic forces we don’t control. The student was having none of it. It was clear that she’d encountered the notion of class before and found it singularly unconvincing. In her world, everything was simply a matter of individual choice – choices that were unconstrained … [and while] she didn’t actually say it, … class seemed to be an excuse for people who made the wrong choices in life. (Scanlon 2014)
Making 'space' : young people put at a disadvantage re-engaging with learning
- Authors: Smyth, John , McInerney, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sociology of Education Vol. 34, no. 1 (2013), p. 39-55
- Relation: http://purl.org/au-research/grants/arc/LP100100045
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- Description: Young people who disengage or disconnect from school are often demonised within the media and the wider public imagination, from a largely individualized and pathological positioning. Policy explanations and responses are often unhelpful in their focus on a range of 'deficit' attributes - poverty, poor parenting, dysfunctional families, low familial achievement, aspiration and motivation, and other 'at risk' categories. This paper offers a different explanatory framework that foregrounds the experiences of some young people who had disengaged from school and resumed learning under a very different set of conditions to the ones that had exiled them from schools in the first place. Using a socio-spatial framework, the paper explores the notion of 'relational space' as it was appropriated and reclaimed by these young people, in explaining how they saw themselves as constructing viable and sustainable learning identities for themselves. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003010681
Being 'Dumped' from Facebook : Negotiating issues of boundaries and identity in an online social networking space
- Authors: Best, Gill , Hajzler, Darko , Pancini, Geri , Tout, Dan
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Peer Learning Vol. 4, no. (2011), p. 24-36
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- Description: While Facebook, the world’s most popular Social Networking Site (SNS), has been warmly welcomed by many commentators and practitioners within the educational community, its effects, impacts and implications arguably remain insufficiently understood. Through the provision of an anecdotal and experiential account of the authors’ attempt to introduce Facebook into an existing Peer Assisted Study Sessions (PASS) student peer mentoring program at Victoria University (VU) in Melbourne, this paper aims to explore and thereby explicate some of the issues inevitably arising in relation to the adoption and utilisation of social networking technologies in educational settings. While the authors’ experiences of their own ‘Facebook experiment’ were somewhat ambiguous and ambivalent, this paper is intended to contribute to the ever-expanding body of literature concerned with the use of Facebook in education and to thereby assist in improving educators’ requisite understanding of both the potential positives and pitfalls involved. On the basis of the authors’ experience, it is suggested that careful consideration as well as explicit and iterative articulation and negotiation surrounding issues of staff and student expectations, boundaries and identity management in an online environment comprise the minimum requirements for the successful implementation of social networking into student peer mentoring programs.
Employers' management of part-time student labour
- Authors: Smith, Erica
- Date: 2011
- Type: Text , Book chapter
- Relation: Young people and work p. 204-221
- Full Text: false
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- Description: 2003009325
Engaging the education sector: A policy orientation to stop damaging our schools
- Authors: Smyth, John
- Date: 2003
- Type: Text , Journal article
- Relation: Learning Communities Vol. , no. 1 (2003), p. 22-40
- Full Text: false
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- Description: In this paper the author makes a passionate 'plea for discontent', arguing that there is something fundamentally wrong with the overall direction of education policy as it is being applied to schools, and that new ways of re-engaging with it must be found. The author commences by arguing for a proposition, presenting some evidence from some research, and using that as a basis for suggesting a fundamental re-think in the way educational policy operates in relation to schools. In doing this, he underscores the centrality and significance of social capital as the basis for this re-engagement. The underlying question concerns how educational policy making is to be engaged so that it is central to institutional building. With the threat of losing schools as social institutions under the current regime of educational policy, the author argues that new ways of re-engaging educational policy beyond parallel discourses are needed. The underlying proposition is that schools that succeed are ones that have trusting relationships between school systems, teachers, parents and students. Trust between those making educational policy and schools, produces better outcomes for all, and trust is given expression through meaningful partnerships, authentic accountability, and distributed (or enabling) leadership. Social capital is central to any educational policy re-engagement with schools. The underlying argument of this paper is that schools have a social responsibility as places that 'manufacture hope' often in situations of increasing 'despair' and adversity.
Tackling school leaving at its Source: A case of reform in the middle years of schooling
- Authors: Smyth, John , McInerney, Peter , Hattam, Robert
- Date: 2003
- Type: Text , Journal article
- Relation: British journal of sociology of education Vol. 24, no. 2 (2003), p. 177-193
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- Description: One of the most pervasive educational issues confronting Australia, and other countries, at the moment is the declining completion rates in high schools. While a period of success was experienced after the Second World War, there is now a pressing need to reform high schools in the ways they connect with young lives. In this paper, we present a 'sociology of the high school' as a way of encapsulating the high school as an institution that: is still largely stuck in a 'continuity of practice' (Elmore, 1987); has an 'attachment to familiar pedagogical routines' (Eisner, 1992); fails to listen to students; is hierarchically structured; treats students in immature ways; is hung up with passing on content; and seems more concerned with insulating itself from, rather connecting with or appropriating, young lives into the curriculum. As an alternative, we examine the notion of middle schooling that requires a version of whole school reform that engages with structures, cultures and changing pedagogy in ways more resonant with, and respectful of, young lives. We examine the tensions and dilemmas experienced at Investigator [1] High School in Australia, and conclude that the centerpiece has to be breaking the mold of the 'scripted' teacher and its replacement by the 'teacher-as-improviser'.
'Voiced' research as a sociology for understanding 'dropping out' of school
- Authors: Smyth, John , Hattam, Robert
- Date: 2001
- Type: Text , Journal article
- Relation: British Journal of Sociology of Education Vol. 22, no. 3 (Spetember 2001 2001), p. 402-415
- Full Text: false
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- Description: How people obtain more complex understandings of the phenomenon of 'dropping out' of school is one of the most urgent policy and practice issues facing educational practitioners, policy-makers and sociological researchers at the moment. Smyth and Hattam argue that a different 'sociological imagination' is required--one that is simultaneously more attentive to the lifeworlds of young people and more reflexive of its own agenda.