This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University -San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.
The purpose of this article is to present the use of photography as a supplement to a classic grounded theory research study with lesbian women regarding their experience of identity, culture, and oppression. Photography was integrated into the grounded theory methodology to visually express the theoretical codes that emerged from the grounded theory of liberated identity. Photographs are presented with coded substages and participant in vivo codes, including explanations of the visual representation in the photographs. The findings, the basic social process substage photographs, were guided by the participants to best convey visual meaning of their experience. The photographic images reveal how the use of photography, in concert with Glaserian grounded theory, exemplified experience, humanity, and meaning in this specific research study, and thus the complementary visual image can edify the significance in the humanness and affectivity of research participants.
This study investigated differences in educational motivation among Hispanic and non-Hispanic first-generation students (FGS). Participants were 315 high school and college students who completed a revised academic motivation survey that measured participants' educational motivation (intrinsic motivation, extrinsic motivation, and amotivation). The study found that extrinsic and amotivation were significant predictors of grade point averages (GPAs) among FGS. In addition, high school FGS and Hispanic students were more likely to report higher intrinsic motivation than college FGS and non-Hispanic students. Implications for higher education are discussed. Resumen Este estudio investigó diferencias en motivación educacional entre estudiantes hispanos y no-hispanos de primera-generación. Participaron 315 estudiantes de preparatoria y universidad, los cuales completaron un cuestionario revisado de motivación académica que midió la motivación educacional de los participantes (motivación intrínseca, motivación extrínseca, y falta de motivación). El studio encontró que motivación extrínseca y falta de motivación predecían significativamente las calificaciones promedio en los estudiantes de primera-generación. Adicionalmente, estudiantes Próspero et al. 101 preparatorianos de primera-generación tendían a reportar motivación intrínseca más alta que los estudiantes universitarios de primera-generación y los estudiantes no-hispanos. Implicaciones para la educación superior se discuten.
Findings tentatively indicate that DU of cannabis may be interpreted as a form of self-regulation and potentially deterring problematic heroin use among Mexican American NIUs and possibly other polydrug users in similar social environments. However, the authors discuss alternative interpretations of these findings. Nevertheless, findings may be used to inform specific policies and intervention strategies to prevent transitions to injecting and other harmful health consequences among NIUs.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.