Documents student 31 results

"Why might some students convert their political interests into activism when others do not? There is a strong need to understand the changing dynamics of contemporary youth participation: how they engage, what repertoires are considered efficacious, and their motivations to get involved.
This book uses the 2010/11 UK student protests against fees and cuts as a case study for analysing some of the key paths and barriers to political participation today. These paths and barriers – which include an individual's family socialisation, network positioning, and group identification (and dis-identification) – help us explain why some people convert their political sympathies and interests into action, and why others do not. Drawing on an original survey dataset of students, the book shows how and why students responded in the way that they did, whether by occupying buildings, joining marches, signing petitions, or not participating at all. Considering this in the context of other student movements across the globe, the book's combination of quantitative and qualitative methods, and its theoretical contribution provide a more holistic picture of student protest than is found in existing studies."

"Using data from surveys, interviews, and student performance, the authors examine collaborative union–management partnerships between local union representatives, teachers, and school administrators working together in innovative ways to improve teaching quality and student performance. Based on data from 27 schools in a southern California school district, the authors find that the strength of formal union–management partnerships is a significant predictor of greater growth in student performance over time, and that this relationship is mediated by stronger educator collaboration at the school level, after controlling for poverty. The findings suggest that student performance can be significantly improved by institutional union–management partnerships and the increased school-level collaboration that results from them."

"In Japan, the percentage of female students who elect to major in STEM (an acronym standing for Science, Technology, Engineering, and Mathematics) subjects when entering higher education is among the lowest of all OECD (Organisation for Economic Co-operation and Development) nations. In this article, in order to elucidate the factors that make girls less likely to select STEM courses, we use data from academic research on elementary and junior high school students to gain a chronological picture of gender disparities in academic performance and motivation in STEM subjects, and examine the interaction effects of gender, socioeconomic status, and achievement-oriented values that help to define students' levels of motivation. As early as elementary school, the gender order of “girls preferring humanities, boys preferring sciences” is increasingly reflected in girls' levels of performance and motivation in math. Also, the correlation between socioeconomic status and academic motivation becomes evident earlier among girls than among boys, and by the third year of junior high school (age 14?15), achievement-oriented values emerge as a factor that strongly defines motivation in math. The above observations suggest that when women do choose an academic focus in the sciences, aspects other than academic performance and motivation strongly underpin their decisions. "

"le 15 mai 1968 les milliers d'ouvriers des usines renault de Cléon, de Bilancourt, de Flins sont en grève. le 6 juin 4.000 C.R.S. et gendarmes, après avoir forcé les portes occupent les usines de Flins de manière à préserver "la liberté du travail". Dans les trois jours qui suivent tout est fait pour que la grève soit brisée, pour que le travail reprenne avant l'échéance du premier tour des élections législatives. Mais le travail ne reprend pas : les ouvriers soutenus par des étudiants tiennent malgré une répression policière qui prend bientôt l'allure des ratonnades de sinistre mémoire. ..."

"This study replicates and extends the research on pre-employment predictors of attitudes toward labor unions, which subsequently influence willingness to join a union. The impact of a number of factors including family socialization, parental union attitude, work beliefs (Marxist and humanistic), and college major (field of study) is assessed on college students' attitudes toward labor unions. Selected demographic and attitudinal data were collected from a sample of 402 students representing several majors at a midsized Midwestern public university. The findings of the study strongly support the belief that family socialization and personal work beliefs are the most important predictors of college students' attitudes toward labor unions. Unlike prior studies, the impact of race on college students' attitudes toward labor unions was also assessed. Implications of these findings for employers and future research directions are also discussed."

"Foreign students and trainees are welcomed by the EU for study purposes. Member States must ensure that during their studies third-country national (TCN) students can legally work for at least ten hours a week, whereas trainees may not. This article deals with these often overlooked TCN students and trainees as migrant workers. It presents an extensive analysis of EU labour migration Directives on the level of protection of TCN students and trainees in comparison to illegally staying TCNs, with a case-study based on Dutch employer sanctions case law. The aim of the article is to map this reclassification of students and trainees as workers. One conclusion is that legally staying migrants may be more vulnerable and receive less protection under EU law than irregular migrant workers."

"On dénombre aujourd'hui dans le monde 4,3 millions d'étudiants étrangers (dont 53 % sont asiatiques), soit deux fois plus qu'il y a dix ans et cinq fois plus qu'en 1975. Six pays de l'Organisation de coopération et de développement économiques (OCDE), dont les États-Unis, le Royaume-Uni, l'Allemagne et la France, attirent à eux seuls plus de la moitié d'entre eux. L'enjeu est considérable tant pour les pays d'accueil que pour les pays d'origine. Les étudiants étrangers sont en effet considérés comme des vecteurs de diffusion de normes culturelles, économiques et politiques. L'enseignement qui leur est dispensé constitue également une forme d'aide au développement. Une fois diplômés et installés dans le pays d'accueil, les étudiants étrangers permettent aussi d'accroitre le niveau de qualification de la main-d'œuvre locale."

"The Bologna Process (BP) has induced a remarkable amount of structural higher education policy change in its participating countries. From a program-theoretical perspective, one of the main benefits associated with these changes is thought to be increased student mobility between participating countries. However, due to a lack of suitable data and the highly heterogeneous nature of the newly-formed European Higher Education Area (EHEA), it has thus far remained unclear whether student mobility has indeed increased and, if it has, whether countries benefit evenly. In this paper, we aim to evaluate (1) whether the Bologna Process has led to an increase in degree seeking student mobility within as well as beyond the EHEA and (2) whether the exchange relationships are balanced. Drawing from previous literature on student mobility, we isolate the impact of BP membership from other factors hypothesized to shape mobility flows. Methodologically, we employ a two-fold approach: First, we conduct time-series-cross-section (TSCS) analyses of both in- and outbound degree seeking student mobility ratios, establishing which factors account for the overall attractiveness of higher education systems. Secondly, we take a dyadic approach in order to analyze push and pull factors between pairs of countries. In short, we find that while membership in the Bologna Process does not have an impact on inbound mobility ratios, outbound mobility ratios have indeed increased within the group of BP members. However, although participation in the BP per se does not further inbound mobility or relevance of exchange relationships, cross-national student exchange patterns within this group are more balanced compared to those of non-participants. In conclusion, the BP has failed to establish the EHEA as a favorite destination for degree seeking student mobility."

"In cases involving unionization of graduate student research and teaching assistants at private U.S. universities, the National Labor Relations Board has, at times, denied collective bargaining rights on the presumption that unionization would harm faculty-student relations and academic freedom. Using survey data collected from PhD students in five academic disciplines across eight public U.S. universities, the authors compare represented and non-represented graduate student employees in terms of faculty-student relations, academic freedom, and pay. Unionization does not have the presumed negative effect on student outcomes, and in some cases has a positive effect. Union-represented graduate student employees report higher levels of personal and professional support, unionized graduate student employees fare better on pay, and unionized and nonunionized students report similar perceptions of academic freedom. These findings suggest that potential harm to faculty-student relationships and academic freedom should not continue to serve as bases for the denial of collective bargaining rights to graduate student employees."

"This report reviews recent trends in international migration, describing the size of current foreign-born populations across countries and analysing factors associated to the size and nature of these populations, reviews a set of important differences and similarities across educational systems and gives a brief description of population sizes across countries.



It also provides an overview of the evidence emerging from PISA 2009 on the performance and socio-economic background of children of immigrants. Who are the children of immigrants? What do they know and what can they do? How do they differ from other students? Do they approach school and learning in a different way? It examines more closely the issue of assessment language proficiency among immigrant students and its possible impact on cognitive outcomes in PISA. It explores the effect of age at arrival on the performance of immigrant students in the PISA tests of literacy.

Selective migration policies of certain countries and the attractiveness of these countries generally to highly educated migrants is also explored.



It also discusses the future educational and professional career of the children of immigrant related to their performance in PISA. Does the skill and knowledge disadvantage at age 15 translate into a disadvantage in later educational outcomes? For example, are those children of immigrants less likely to access a post-secondary educational institution?"