The document summarizes research on students' social representations of the right to higher education in Italy. The research included two studies. The first studied the shared contents of students' representations through group discussions, finding themes around university experiences, admission tests, and views of higher education as a right. The second studied how students' social positions and normative beliefs about society related to their positions on higher education policies. It assessed beliefs about economic systems, social dominance, and meritocracy, relating these to views of admission and study policies. The research aimed to understand how institutional definitions of higher education as a right aligned with students' social representations and how those representations were shaped by beliefs about maintaining or challenging social structures.
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
2012-06-21 Dr Tejendra Pherali presents at INCORE Summer School 2012UNESCO Centre NI
Presentation given at the Magee campus of the University of Ulster by Dr Tejendra Pherali, Senior Lecturer in Education Studies and Sociology in the Centre for Education and Early Childhood Studies LJMU, at a seminar entitled 'Education and Peacebuilding in Conflict Affected Situations' run by the UNESCO Centre for the INCORE Summer School 2012.
Uploaded with the permission of Dr Pherali.
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'Perspectives of politics of education', handled by the Resource Person
J.Vinotha Jaya Kumari,
Alumnus of Manonmaniam Sundaranar University,
Tirunelveli- 627 012
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
2012-06-21 Dr Tejendra Pherali presents at INCORE Summer School 2012UNESCO Centre NI
Presentation given at the Magee campus of the University of Ulster by Dr Tejendra Pherali, Senior Lecturer in Education Studies and Sociology in the Centre for Education and Early Childhood Studies LJMU, at a seminar entitled 'Education and Peacebuilding in Conflict Affected Situations' run by the UNESCO Centre for the INCORE Summer School 2012.
Uploaded with the permission of Dr Pherali.
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'Perspectives of politics of education', handled by the Resource Person
J.Vinotha Jaya Kumari,
Alumnus of Manonmaniam Sundaranar University,
Tirunelveli- 627 012
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
The Role of Community Education in Reducing Child Sexual Abusepaperpublications3
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Veille à suivre sur twitter @mon_etourisme
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In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
The Role of Community Education in Reducing Child Sexual Abusepaperpublications3
Abstract: Individual education seems not enough to deal with community-based problems; community education by community members themselves is of paramount importance to deal with any community-based problem including child sexual abuse. Community education programmes designed by the community members can improve the quality of life of children and develop harmonious interpersonal relationships. Although communities differ from one another, some of the programmes used in other communities could be used in another community provided community participation prevails. Community participation provides the community with an opportunity to employ one programme after another till there would be an indication of the reduction of child sexual abuse. The evaluation of the programme will suggest the next programme to employ. The study adopted a participatory action research approach utilising a qualitative technique to collect the data. Interviews were conducted with educators, nurses, social workers, traditional leaders, church leaders, members of the civic organisation, policing staff and the Victim Empowerment Group. According to the responses of all target groups, community participation is imperative to reduce the incidence of child sexual abuse.
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Veille à suivre sur twitter @mon_etourisme
trabajo de crítica de la arquitectura de 3 edificaciones de la ciudad de Loja - Ecuador, en la cual se describe su uso, forma y función inicial y la posterior re utilización de estos edificios patrimoniales
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
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Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
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Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
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The development of critical thinking necessitates that our system of education should foster an adequate amount of thought-provoking and well-thought of links between real life situations with classroom practices that really work.
Est.-ce que l´education pour tout cet possible? Il faut ataindre aux governaments et des donateurs ?
Pour améliorer l´équidité des ´apprendissage nous devons investir dans tout le monde.
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Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Home assignment II on Spectroscopy 2024 Answers.pdf
Higher Education
1. The Right to Knowledge and the Duty to Learn: Social Representations of the Right to Higher Education Serena Fasulo April 30 th 2010 Università di Bologna Tesi di Dottorato in Psicologia Sociale, dello Sviluppo e delle Organizzazioni
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8. Meritocracy within society Introduction Equity theory (Deutsch, 1975; 1983) Equity; equality; need Economic productivity Well being within relationship Personal welfare Social Dominance Theory (Sidanius & Pratto, 1999) -> (Pratto, Tatar & Conway-Lanz, 1999) System Justification Theory (Jost & Banaji, 1994; Jost, Banaji & Nosek, 2004) -> (McCoy & Major, 2006) Meritocracy as legitimizing myth (Major, 1994)
9. Justification and challenge in social representations Introduction Social myths “ Be they called représentations collective s, social representations or social (...) stereotypes” Which myths are considered as valid is affected by the individuals’ location within the social system (Tajfel, 1984) Normative representations (Moscovici, 1984): Individuals and social groups are not passively driven by normative representations but they actively contribute to shape them
10. Justification and challenge in social representations Introduction To which extent and within which context do people justify or challenge dominant norms and values? (Augustinos, 1998) Social representations of human rights (Doise, 2001) -> Representations of society involved in opinions toward Solidarity-oriented social policies (Clémence, Egloff, Gardiol & Gobet, 1994) -> Model of lay conceptions of society (Staerklé, Delay, Giannettoni & Roux, 2007)
11. Open issues Higher Education as a right ratified by the Italian Constitution The formulation of this right includes the concept that some rights have to be deserved Relationships between Higher Education and the structure of the socio-economic system Studies on the justification or challenge of inequalities did not consider Higher Education policies as a tool to enhance equality or to preserve the status quo Open issues in existing literature
12. Aims The shared contents of social representations of the right to Higher Education Does social representations held by students reflect the institutional (meritocratic) formulation of the right to Higher Education? Normative beliefs about the socio-economic system as organizing principles of positioning toward Higher Education policies. Anchoring of social representations of the right to Higher Education in students’ social position and in the goals they pursue through university Aims of the present research
13. Study 1 Shared contents of students’ social representations of the right to Higher Education Participants 16 students -> 3 groups; Chemistry, DAMS (Drama, Arts and Music Studies), Education Sciences, Fine Arts, Political Sciences, Psychology. 1 hour lenght; Procedure Recruitment: September – October 2008 Three-Phase scheme: Introduction; Discussion; Conclusion and Form filling in
14. Study 1 Shared contents of students’ social representations of the right to Higher Education Questions grid 1) We will start our group discussion talking about university: please, tell us about your own experience 2) Think back to your memories about the moment in which you decided to go to university. Which were the most important reasons leading you to this choice? How did the sentence “I am matriculating to university because ...” end for you? 3) What do you think about the admission test, selecting students for the entrance to some universities? 4) According to you, is access to Higher Education a right?
15. Study 1 Shared contents of students’ social representations of the right to Higher Education Analyses Tape recorded and transcribed Thematic analysis (Braun & Clarke, 2006; Kellehear, 1993) Analysis of themata (Markova, 2003) Agreement among two coders (Ryan & Bernard, 2000): 88% Results Five main themes: University – University and society – Italian society – Admission test – Right to Higher Education.
16. Study 1 Shared contents of students’ social representations of the right to Higher Education Results – University Reasons to attend university External pressures – Personal culture – Job-oriented “ I felt morally obliged to attend university. Nobody said to me 'you have to do it' but (…) everybody in my family has got an academic degree” “ My parents did not got to university and my brother maybe will not. But I felt something insied that pushed me to study” “ If I had found a well paid job, I would not have attended university”
17. Study 1 Shared contents of students’ social representations of the right to Higher Education Results – Admission test 1 st Thema: fairness vs . unfairness of the admission test “ For instance, Psychology has an admission test, so that all the people who matriculate to delay the moment in which they will start to work cannot enter. This can help society, in an utopian world. Personally I would put the admission test in every university” “ for example, if there are approximately 200 positions for psychologist, 200 students will be admitted to study Psychology” “ For example there could be a motivation test, instead of a knowledge-based test” “ The existence of an admission test is itself against the right to Higher Education”
18. Study 1 Shared contents of students’ social representations of the right to Higher Education Results – Right to Higher Education 2 nd Thema: rights and duties of the individual vs. society “ We have no right which doesn't imply any duty. And the right to Higher Education implies the right to buckle down in study” “ Of course he has the right by nature, but it is simply useless for him, for university, and for society” “ I agree that one student's education is also finalized to the aims of society. For this reason, society has a duty toward that person. (…) it is also important to help students realize their potential”
19. Study 1 Shared contents of students’ social representations of the right to Higher Education Results – University and society “ Society cannot abstract itself from what appens within university, because we, the students, will be the future of society, we are the people who will pay taxes in the future” “ They get home and they say '(…) I'm noway interested in this subject, I will copy all homework'” “ Superficiality invests all fields of social and work life, not only education” “ There ought to be a different society, not only a different university”
20. Study 1 Shared contents of students’ social representations of the right to Higher Education Discussion Instrumental – mastery – pressures High School (Flament, 1999) => Social representation of Higher Education after matriculation Our results: The same dimensions also identify the goal pursued when decided to attend university
21. Study 1 Shared contents of students’ social representations of the right to Higher Education Discussion Admission test FAIR vs. UNFAIR BUT NECESSARY Less hard-working and skilled students don't have to gain the same outcomes of most proficient ones -> relative ability (Buttler, 1992; Urdan, 1997) University ought to help students to realize their potential -> Task focused (Nicholls 1984) Performance and mastery goals social comparison or co-operation partners (Darnon & Butera, 2007)
22. Study 1 Shared contents of students’ social representations of the right to Higher Education Discussion Right to Higher Education Duties-enhancing -> everybody has the right to HE by nature but it has to be applied on the basis of deservingness Rights enhancing -> The right to HE is ratified by the Italian Constitution and institutions have to assure all the access and the best fruition possible of this right Generalized agreement but limited application (Bechlivanou et al., 1990; Doise, 2002; Staerklé & Clémence, 1999)
23. Study 1 Shared contents of students’ social representations of the right to Higher Education Discussion Institutions Constitutional right -> justify opposite positions Selection is unfair -> it limits the access to a right Selection is fair -> every right entails some duty Lack of information : Meritocracy is not included in the definition of this right. Reintroduced in the pro-selection discourse
24. Study 1 Shared contents of students’ social representations of the right to Higher Education Discussion University and society Negative tendency: get ahead without working Meritocracy to embank this tendency Meritocracy as the basis of a just and legitimate system (Major et al., 2002) BUT as a just and legitimate system to be pursued. The current one is not perceived as just nor legitimate.
25. Study 1 Shared contents of students’ social representations of the right to Higher Education Open issues WHY DO THE SAME PREMISE DRIVE TO OPPOSITE CONCLUSIONS? WHICH RELATIONSHIPS AMONG THE REASONS TO ATTEND UNIVERSITY AND THE DEFINITION OF THE RIGHT TO HIGHER EDUCATION? WHICH RELATIONSHIPS BETWEEN BELIEFS ABOUT SOCIETY AND SOCIAL REPRESENTATIONS OF THE RIGHT TO HIGHER EDUCATION?
26. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring Second and third phase: Organizing principles of interindividual differences and their anchoring in related systems of symbolic meanings (Doise et al., 1992) -> systematic variations in the weight individuals or groups give to different dimensions underlying the structure of the representational field. -> how social positions or social identities are organized and how they anchor people's representations (Doise, 1993) Organizing principles as the articulation between individuals' social positions – anchoring – and their position toward institutional policies -> model of lay conceptions of society (Staerklé et al., 2007)
27. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring SOCIAL ANCHORING 3 levels of analysis (Doise, 1992; 1993) psychological – sociological – psychosociological Reasons to attend university Personal culture Socio-economic ascent External pressures Belief in a fixed social reality Faculty – High school degree
28. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring HYPOTHESES 1) Anchoring of normative beliefs (A) Psychological -> Reasons : socio-economic (Deutsch, 1975) (McCoy & Major, 2006) (B) Psychosociological -> Belief in a fixed reality : High (Chiu et al., 1997; Cunningham, 1987) (C) Sociological -> Faculty : Hierarchy enhancing (Haley & Sidanius, 2005, Dambrun, 2009)-> Involvement in human rights (Spini & Doise, 1998) -> High school : General High School (Croizet et al., 2002; Tafani et al., 2002) -> Region : North – Social identity (Tajfel & Turner, 1979) – Social Dominance (Sidanius & Pratto, 1999)
29. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring HYPOTHESES 2) Normative beliefs -> position toward Higher Education meritocratic policies Symboic tools to preserve or challenge the current social order (Staerklé et al., 2007; Staerklé, 2009) Conservative social policies are predicted by the tendency to preserve the current hierarchies among social groups (Jost & Thompson, 2005)
30. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring HYPOTHESES 3) Social positions -> position toward Higher Education meritocratic policies (A) Reasons to attend university – socio-economic ascent (Deutsch, 1975) (B) Belief in a fixed reality – High (Chiu et al., 1997; Cunningham, 1987) (C) Faculty – Hierarchy-enhancing faculties High School degree – General High School (Croizet et al., 2002; Tafani et al., 2002) Region – North: preserve the status quo
31. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring Method Questionnaire Participants 395 students Agriculture (n = 38) Economics (n = 100) Engineering (n = 70) Literature (n = 23) Medicine (n = 9) Political Sciences (n = 36) Psychology (n = 87)
32. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring Method Measures – Anchoring variables SOCIAL POSITION WITHIN UNIVERSITY Faculty - High School SOCIO-ECONOMIC POSITION Region of origin (Jost et al., 2005) REASONS TO ATTEND UNIVERSITY ad hoc scale 3 subscales BELIEF IN A FIXED REALITY (Chiu et al., 1997) Personal culture (Alfa= .60) Socio-economic ascent (Alfa = .64) External pressures (Alfa = .47) 3 items (Alfa = .88)
33. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring Method Measures – Anchoring variables SOCIAL POSITION WITHIN UNIVERSITY Faculty High School (Croizet et al., 2002) SOCIO-ECONOMIC POSITION Region of origin (Jost et al., 2005) REASONS TO ATTEND UNIVERSITY ad hoc scale 3 subscales BELIEF IN A FIXED REALITY Personal culture (Alfa= .60) Socio-economic ascent (Alfa = .64) Job-oriented (Alfa = .61) Belief in a fixed reality scale (Chiu et al., 1997) 3 items (Alfa = .88)
34. Study 2 Organising principles of social representations of the right to Higher Education and their social anchoring Method Measures – Normative beliefs Economic system justification scale (Kay & Jost, 2003) 16 items (Alpha = .79) Social dominance orientation (Pratto, Sidanius, Stallworth & Malle, 1994) 16 items (Alpha = .90) Preference for the merit principle (Davey, Bobocel, Son Hing & Zanna, 1999) 14 items (alpha = .66) Positions toward Higher Education policies Admission policies 9 items (alpha = .87) Fruition policies 3 items (alpha = .53 -> .60)
36. Study 2 Normative beliefs Factor analysis Three factors – 51.25% of variance 1. Unequal distribution of resources (24.57% var): maintenance of social and economic inequities. M = 2.88 -> alpha = .91 2. Hierarchic relationships among social groups (14.14% var): some social groups should dominate on others. M = 2.40 -> alpha = .81 SDO: general anti-egalitarianism and group-based dominance (Jost & Thompson, 2005) 3. Meritocracy (12.54%); Individual achievement through the equity principle of distributive justice. M = 5.26 -> alpha = .75
40. Study 2 Positions toward Higher Education policies Factor analysis Two factors – 52.59% of variance 1. Access policies (36.32% var): limitation of the access to university through the admission test . Higher Education to be reserved to the able and worthy students M = 3.78 -> alpha = .74 2. Fruition policies (16.27% var): F irst-class Higher Education to the most able and worthy students . M = 3.32 -> alpha = .52
41. Study 2 Positions toward Higher Education policies Note. For step 2, F inc (3, 289) = .87, p = .000 Postitions toward Higher Education access policies
42. Study 2 Positions toward Higher Education policies Note . For step 2, F inc (10, 295) = 1.27, p = .000. Postitions toward Higher Education fruition policies
43. Study 2 Positions toward Higher Education policies Regional origin Agreement with meritocratic access policies Unequal distribution of resources Note . * p <.05; ** p <.01 Z = 1.85; p < .05 .15** .13* (.11) .22**
44. Study 2 Positions toward Higher Education policies Belief in a fixed reality Agreement with meritocratic access policies Unequal distribution of resources Note . * p <.05; ** p <.01 Z = 2.60; p < .01 .35** .23** (.19*) .17**
45. Study 2 Positions toward Higher Education policies Regional origin Agreement with meritocratic fruition policies Hierarchic group relationships Note . * p <.05; ** p <.01 Z = 3.73; p < .001 .13* .11* (.08) .27*
46. Study 2 Positions toward Higher Education policies Socio-economic reasons Agreement with meritocratic fruition policies Hierarchic group relationships Note . * p <.05; ** p <.01 Z = 3.73; p < .001 .31** .18** (.13*) .24**
47. Study 2 Positions toward Higher Education policies Socio-economic reasons Agreement with meritocratic fruition policies Meritocracy Note . * p <.05; ** p <.01 Z = 3.73; p < .001 .22** .18** (.16*) .13*
48. Study 2 Discussion 1 st Hypothesis: social positions -> normative beliefs Unequal distribution – region, high school, faculty, fixed reality Hierarchic relationships – region, faculty, reasons (socio-economic, job oriented), fixed reality Meritocracy – reasons, belief in a fixed reality. -> high support regardless of socio-economic status and of status within university
49. Study 2 Discussion 2 nd Hypothesis: Normative beliefs shape positions toward Higher Education policies. In line with social representations of social order (Staerklé et al., 2007) Unequal distribution and meritocracy -> admission Social hierarchies -> fruition (Jost & Thompson, 2005)
50. Study 2 Discussion 3 rd hypothesis: Partially confirmed. Two variables no relationship: Faculty and High school -> Students answered as citizens rather then referring to the educational context Mediational analyses: Regional origin -> opposition to equality and group-based dominance -> policies Maintain existing inequalities Socio-economic reasons -> group based dominance and meritocracy -> policies Competitive perspective: achieve a dominant position within a hierarchical social structure Belief in a fixed reality -> opposition to equality Higher Education policies as a symbolic device to preserve inequalities
51. Study 2 General discussion and conclusions Social representations of the right to Higher Education: shared contents, differences in interindividual positionings and their social anchoring -> The meritocratic formulation of the right -> same premises for different conclusions (the right to knowledge and the duty to learn) -> Higher Education policies as symbolic devices to adfirm a specific conception of the socio-economic system – Higher Education as opportunity – mistrust in social change and meritocracy -> The reasons to attend university as psychological anchoring Limits: not representative sample; time is not considered; focus group analyses; the support for social change ought to be also explicitely considered
Editor's Notes
1) The significance attributed to the objectives of higher education is also important because it is reflected in students’ approach to the study of university subjects 2) This is in line with what observed by the research of the European Commission. And most of all it underlines the strong relationships between the socio-economic system and the educational system. Not only a university degree has effects on the position occupied by an individual in society, but also, the socio-economic position of a students affects his outcomes at university. 3) The concepts of Competition, cooperation, social equality, individual worth, that we have mentioned when talking about studies on Higher Education, also caracterize research on the socio-economic system.