高等教育中的性别和社会阶级不平等:在研讨会体验的交叉反思
Daniela Fernandez1, Emily Orazzo1, Emma Fry1
1Department of Psychology, University of Exeter, Exeter, United Kingdom.
Frontiers in psychology
|January 25, 2024
概括
这项研究强调了如何跨部门的社会认同方法改善多样性和包容性在高等教育的举措. 了解群体动态和研究人员的立场对于对代表性不足的学生进行有效干预至关重要.
科学领域:
- 社会科学 社会科学 社会科学
- 高等教育研究 高等教育研究
- 心理学 心理学 心理学
背景情况:
- 尽管在高等教育 (HE) 中实施了数十年多样性和包容性政策,但代表性不足的群体继续面临挑战.
- 当前的政策往往侧重于单一的身份类别,缺乏参与者的投入,限制了他们的有效性.
- 现有的干预措施可能无法充分解决社会身份的复杂性和重叠性.
研究的目的:
- 探索社会认同的交叉方法 (IASI) 在理解学生在高等教育中的经验方面的实用性.
- 调查一所精英大学的学生与IASI雇佣的研讨会的有效性,专注于性别和社会阶级.
- 检查群体过程,视觉技术和机构因素在多样性和包容性研究中的作用.
主要方法:
- 一个精英大学与学生进行的研讨会的案例研究.
- 应用跨界方法对社会认同 (IASI),特别是检查性别和社会阶级.
- 在社会心理学研究中探索包括群体过程,视觉技术和机构动态在内的主题.
主要成果:
- 团队流程和视觉技术的使用被确定为研讨会中重要的元素.
- 机构紧张局势和研究的 (去) 政治化成为重要考虑因素.
- 该研究表明,在高等教育中,有效的交叉方法不仅仅是结合身份类别.
结论:
- 跨界的方法,超越附加的身份类别,可以增强在高等教育中包容性的策略.
- 高等教育中的多样性和包容性研究不是中立的,需要承认研究人员的立场和机构背景.
- 将IASI整合到社会身份研究中,为支持代表性不足的群体提供了重要的理论和实际影响.
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