Academic Families Research Articles

Академическое сообщество Кольского Севера (обзор литературы)

The article provides an overview of publications devoted to the history of the formation and development of academic life in the Kola North, and about the employees of the Kola Scientific Center. In post-Soviet times, the subject of publications has expanded significantly, primarily due to the diversity of types of sources and the development of anthropological aspects of the study of academic science, however, many issues have not yet been sufficiently studied. The author considers the study of the history and culture of academic families to be one of the promising directions.

Intercultural capital and ambiguous loss in in-between space: a digital ethnography of Anglo-Sino academic families amid China’s transformation into the post-pandemic era

ABSTRACT This study presents a digital ethnography of the Anglo-Chinese academic family community (ASAFC) amid China’s transformation into the post-pandemic era. The ASAFC members are men from Anglophone countries married to Chinese women. Thus, two American male authors and one Chinese male author observed WeChat group texts shared by 64 individuals from Anglophone countries between 16 November 2022, and 31 January 2023, and in turn, triangulated their field notes to analyse the experiences of the ASAFC. By underpinning the concepts of intercultural capital and ambiguous loss within the context of in-between space, this study promoted scholarly conversations about the life stories of the ASAFC during the rapid public policy paradigm shift and the peak time of the COVID-19 infection. Overall, this study discusses China’s transformation into the post-pandemic era, culminating with an overview of the most overarching challenges in recent history.

Associations of the COVID-19 burden and various comorbidities of different ethnic groups in Israel: a cross-sectional study.

Coronavirus disease (COVID-19) is highly transmissible between human beings. We examined differences in the core families with COVID-19 severity and mortality and comorbidities between Arab and Jews and explored the factors associated with COVID-19 severity and mortality to find a genetic component. A cross-sectional study was conducted among 2240 COVID-19 patients (> 18 years of age) randomly selected by online panels and questionnaires in the native language (Hebrew or Arabic) during March 2021-June 2022. Multivariable linear regression models were used to assess correlations with COVID-19 disease severity and mortality. Overall, 1549 (69%) were Arabs and 691 (31%) were Jews. The proportion of participants who died from COVID-19 was higher among Arabs compared with Jews (66% vs. 59%), P < 0.001. The mean number of deaths from COVID-19 and patients with severe COVID-19 was higher in ultra-Orthodox Jewish, non-academic core families and those who lived in the city residence compared with secular, academic core families and who live in the village residence, P < 0.001. A multivariable linear regression model showed a significant association between metabolic, kidney, cardiovascular, and respiratory diseases with COVID-19 severity (B coefficient - 0.43, B coefficient - 0.53, B coefficient - 0.53, B coefficient - 0.42, respectively) and COVID-19 mortality (B coefficient - 0.51, B coefficient - 0.64, B coefficient - 0.67, B coefficient - 0.34, respectively), P < 0.001. COVID-19 severity and mortality were highly associated with comorbidities, ethnicity, social and environmental factors. Furthermore, we believe that genetic factors also contribute to the increase in COVID-19 severity and mortality and the differences rates of these between Arabs and Jews in Israel.

How the rise of academic families across cohorts influences sons’ and daughters’ tertiary education in West Germany?

In this article, we examine how the rising proportion of academic families across cohorts affects sons’ and daughters’ tertiary educational attainment in the process of educational expansion. Using data from the National Educational Panel Study (NEPS), we focus on West Germany and examine whether the upgrading of the educational composition of families across cohorts has particularly contributed to daughters catching up with and even overtaking sons in tertiary educational attainment over time, or whether daughters and sons have benefited equally. In particular, we ask whether the rise of academic families, who are assumed to have stronger gender-egalitarian attitudes toward their children, has contributed to daughters faster increase in tertiary education compared to sons. Our empirical analysis shows that the long-term upgrading of families’ education across cohorts has in a similar manner increased tertiary educational attainment of both sons and daughters. Thus, women’s educational catch-up process cannot be explained by the greater gender-egalitarian focus of academic parents. Rather all origin families, independent of their educational level, are following the same secular trend toward more gender egalitarianism. We also examine to which extent highly qualified mothers serve as role models for their daughters. We find that academic mothers do not serve as particular role models for their daughters. Rather mother’s education is equally important for both sons’ and daughters’ success in higher education. Finally, we show that the rising proportion of academic families across cohorts is connected to a rising proportion of downward mobility for both sons and daughters. However, the share of upward mobile daughters from non-academic families is converging with that of sons.

‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China

ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.

How do macro‐ and micro‐level changes interact in the emergence of educational outcomes?

AbstractThis article uses data from the National Educational Panel Study (NEPS) to examine how the composition of tertiary degree holders by social origin has changed across cohorts during a period of massive educational expansion. It also investigates how changes in the composition of social origins affect the proportion of downward mobility of children from academic families. The results of the empirical analysis reveal a surprising paradox: On the one hand, the rising share of children from academic families across cohorts has contributed to an increasing share of children from academic families among tertiary graduates. This is because of both the macro‐level proportion of children from academic families and the micro‐level probability of these children to obtain a tertiary degree have increased across cohorts. Thus, these macro‐level and micro‐level changes have reinforced each other. On the other hand, this change in the composition of social origin has also contributed to an increasing proportion of children from academic families who are downward mobile in successive cohorts. This is because the macro‐level share of children from academic families has increased more across cohorts than their downward mobility risk has decreased at the micro level. Thus, macro‐level changes were stronger and went in opposite direction to micro‐level changes.

Why Do High‐Performing School Leavers Aspire to Occupations Atypical of Their Qualification?

In Germany, the dual system of vocational education and training is an attractive alternative to tertiary programmes for school leavers with a higher education entrance certificate (HEEC). Most adolescents with this qualification opt for training occupations where the majority of apprentices hold an HEEC (e.g., bank clerk). This decision seems sensible considering that such training occupations are difficult for people with lower school‐leaving certificates to access and promise better career outcomes. Nevertheless, some adolescents with an HEEC enter occupations that are not typical of their school‐leaving qualification. This article examines under which circumstances adolescents with an HEEC aspire to training occupations atypical of their level of education and thus accept lower career outcomes. Following the rational choice paradigm, we expect differences in perceived benefit and probability of success between school leavers with an HEEC opting for HEEC occupations as opposed to non‐HEEC occupations. Using data from the 2018 DZHW Panel Study of German School Leavers With an HEEC, our logistic regression models show that the individuals’ self‐assessed strengths and their occupational goals explain why they aspire to training occupations atypical of their qualification. Contrary to our assumption, adolescents from academic families are not less likely to aspire to non‐HEEC occupations.

Educational Expansion, Social Class, and Choosing Latin as a Strategy of Distinction

Abstract In times of educational expansion, privileged families are looking for new strategies of distinction. Referring to Pierre Bourdieu’s theory of distinction, we argue that choosing Latin at school – a language that is no longer spoken and therefore has no direct value – is one of the strategies of privileged families to set themselves apart from less privileged families. Based on two surveys we conducted at German schools, the paper analyzes the relationship between parents’ educational background and the probability that their child will learn Latin. Results indicate that historically academic families have the strongest tendency towards learning Latin, followed by new academic families, and leaving behind the non-academic families. We distinguish between four causal mechanisms that might help to explain these associations: cultural distinction, selecting a socially exclusive learning environment, beliefs in a secondary instrumental function of learning Latin, and spatial proximity between the location of humanist Gymnasiums and the residential areas of privileged families. The hypotheses are formalized by means of Directed Acyclic Graphs (DAG). Findings show that the decision to learn Latin is predominately an unintended consequence of the selection of a socially exclusive learning environment. In addition, there is evidence that especially children from historically academic families learn Latin as a strategy of cultural distinction.

No place like home: Sociocultural drivers of return migration among Israeli academic families

AbstractResearch on return migration of the highly skilled is dominated by economic reasoning, whereas nonmaterial drivers of their repatriation are poorly understood. This study explored the journeys of 22 Israeli academic families who returned home after 3–7 years of (post)doctoral training in the United States/Canada. The migration narratives of these families, belonging to Israeli Ashkenazi elites, were interpreted using Bourdieu's concepts of cultural and social capital. Feeing alienated as immigrants in the American academia and society, most returnees reckoned that their professional potential could be maximised only at home. They manifested strong national identities, cultural and filial attachments and wanted their children to grow up Israeli. However, facing precarious Israeli realities, the informants described their return as second migration. Within 2 years, most scientists landed academic or research positions at home and were satisfied with their work lives. Their ‘trailing wives’ have typically paid a higher career tax for their American sojourn, yet no couples in the sample regretted their return decision. Thus, purely economic explanations of mobility among academics and other professionals may overlook salient sociocultural forces shaping family‐based return decisions.

MANJU NOBLE AND WEST: PRINCE HOŠOI DELENGGE FAMILY

There is limited research on the relationship between the Manju aristocrats in the Ch’ing Empire and the West. As the only family in the Ch’ing Empire that continued to focus on Western academic research, the emergence and existence of the Hošoi Delengge Family and the continued cognition and understanding of the Manju Group and the absorption of Western civilization in the history of the Ch’ing Empire should have special era significance and historical reference value. At a time when the research on the history of the relationship between officials and merchants in the coastal Han people and Westerners in the Ch’ing has attracted much attention, the author of this article argues that it is necessary to select Yihui, the third-generation owner of his family, as the research object, and investigate his life experience and personal learning. It analyzes the specific thoughts and academic achievements embodied in the process of understanding Western civilization, combining family history documents and official documents to draw a relatively complete image of the Manju aristocracy who actively learns and absorbs Western civilization. Investigate the formation and development of a handful of academic families among the Manju aristocrats who are minority of foreign races.

To Have What It Takes: A Multi-Tiered Psychological Resource Model of First-Generation College Student Success

First generation students typically show more difficulties adapting to academic studies and lower attainments than their counterparts hailing from academic families. While the literature offers insights into factors associated with these outcomes, there is little understanding of the processes underlying this phenomenon. This study presented and tested a model combining demographic, individual level and interpersonal level resources, all drawn from the field of positive psychology, to account for first generation and non-first generation students’ academic attainment in college. A sample of 199 students attending college in Germany, 38% of whom reported being first generation students, filled out a demographic questionnaire, including a report of the GPA, as well as measures of grit, self-efficacy, emotional intelligence and sense of coherence and social support. The results support a double mediation model that suggests that personal resources and social support mediate the association between background variables (gender), being a first-generation student and college GPA. The results are discussed in the context of positive psychology theories and our existing knowledge of the challenges first generation students encounter in academia.

The reproduction of educational elites through natural cultivation. A qualitative analysis of educational child-rearing practices as strategies of cultural distinction

During the last decades, the socially inclusive educational expansion diluted the previous exclusiveness of upper secondary degrees. Unlike the UK, the USA, or France, no explicit “elite” institutions do exist in the German educational system. Nevertheless, educational inequality is no less pronounced. Hence, what child-rearing practices do educationally privileged families in Germany apply to intergenerationally transfer their social privilege in times of educational expansion? The article focusses on one such practice: the acquisition of humanist knowledge by learning Latin and Ancient Greek as a strategy of cultural distinction. To analyse educational strategies and whether people draw lines of distinction along knowledge in Latin and Ancient Greek, I conducted semi-structured interviews with parents of adolescents who had chosen different foreign language profiles. I show how the acquisition of this specific symbolic capital is embedded in a child-rearing practice aimed at obtaining horizontal educational distinction for a privileged academic class. Additionally, I show that the highly privileged status of particularly established academic families results in a child-rearing practice that I call natural cultivation, a more invisible strategy of distinctive child-rearing that appears almost passive compared to those already discussed more widely (e.g. Lareau 2003).

Preliminary Indications That First Semester Students From Academic Households Exhibit Higher Hair Cortisol Concentrations Than Their Peers From Nonacademic Households.

Previous research has extensively addressed social disparity in education using certain aspects, including the stress differences between students from nonacademic families and those from academic families during the transition from secondary school to a university. However, this issue has not yet been fully understood; the current literature suggests contradictory predictions, and physiological indicators of stress have never been assessed. Therefore, we tested whether hair cortisol concentrations (HCCs) in first semester students from nonacademic families are different from those of first semester students from academic families during their first six weeks at university. We analyzed hair samples and parental educational background reports from 71 female first semester students at a university in Switzerland in two waves (n = 34 in the autumn of 2016 and n = 37 in the autumn of 2017). The HCCs were extracted from the hair using a well-established protocol. The analyses revealed higher HCCs in the students from the academic families across the two cohorts. This difference could not be attributed to different control variables (e.g., age, migration background). These preliminary findings were in line with the sociological theory that an academic parental background is associated with pressure to avoid a drop in one's social status.

Having it all, or avoiding black holes? Career–family strategies and the choice between leaving or staying in academia among Swedish PhDs

ABSTRACT Despite a persistent notion that women exit academia due to family responsibilities, research on exits is scarce. Based on 32 interviews, the paper explores how male and female PhDs recount the choice of leaving versus remaining in academia in terms of aspirations, opportunities and constraints. The main question is whether the exit/remain decision reflects gendered work-family strategies in a modern dual-earner society like Sweden. The narratives form a fourfold typology of strategic and accidental stayers, as well as strategic and accidental leavers. The analysis points to assymmetric opportunities connected to both gender roles and internal/external employment prospects. Family concerns formed a prominent reason for exit but problems of job insecurity and care involvement were highlighted by both men and women. Female but not male stayers could forsee obstacles and applied a range of strategies to minimize the impact of family on their careers. All in all, findings did not conform to prevailing notions of female exits but suggest that the academic career system present women and families with complex dilemmas even in a country with supportive policies. In future, exit processes should be furthered studied in other institutional contexts.

Return on capital? Determinants of counter-migration among early career Israeli STEM researchers.

Migration studies emphasize the role of economic, social and cultural capital in shaping out-migration decisions. Yet, little attention is paid to the effect of capital endowment on return migration, particularly among the highly educated. This article examines the extent to which different forms of capital determine return decisions of early-career researchers (ECRs). We hypothesized that individuals from more privileged backgrounds would repatriate at higher rates, due to the benefits that their capital stock might offer them upon homeland re-integration at home. Drawing on a sample of 223 early career Israeli scholars in STEM (Science, Technology, Engineering and Mathematics) disciplines, we used logistic regressions to analyze the effects of material wealth, social ties, and family-oriented cultural capital on their return propensities. No significant differences were found between repatriating and non-repatriating scholars with respect to cultural capital. However, accumulating social and economic capital was positively correlated with the decision to repatriate as was marrying into academic families.

COMPARISON ANALYSIS ON AWL OF THE ARTICLES IN INDONESIAN JOURNAL OF APPLIED LINGUISTICS AND OXFORD UNIVERSITY PRESS OF APPLIED LINGUISTICS

This study focus on comparing the utilization of Academic Word List (AWL) from the local and International journal article. The articles that used in this study must meet two criteria. First, the articles should have open access articles. Eventually it is found the journal articles from Indonesian Journal of Applied Linguistics (IJAL) and Oxford University Press of Applied Linguistics (OUP) that provide the open access articles. Second, the articles should have the newest issues that have been published in the last two years. There are fifteen articles that have been chosen, and it found 507 academic word families of AWL from IJAL and 535 academic word of OUP. The Type Token Ratio (TTR) of AWL from IJAL is about 0,13%, while the Type Token Ratio of AWL from OUP is about 0,09%. The articles of IJAL have the percentage of AWL about 10,22% but the OUP articles shows 11,41%. There are 68 different of academic words from the articles of IJAL and OUP, the 20 words belong to IJAL and the other 48 words belong to OUP. Those differences word are then occupied into the Sublist AWL, it is found that the 20 AWL of IJAL journal only fill the sublist 9 and 10, while the 48 other AWL of OUP journal are categorized into sublist 2 up to sublist 10. It can be concluded that both of the journal articles of IJAL and OUP are categorized as academic journal although it is in different side.

Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels

In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4–22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic families in developed countries, including parents of the gifted. Children’s cognitive ability was measured with mental speed tests, Culture Fair Intelligence Test (CFT), the Raven’s, Wiener Entwicklungstest (WET), Cognitive Abilities Test (CogAT), Piagetian tasks, Armed Forces Qualification Test (AFQT), Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA). Parental wealth was estimated by asking for income, indirectly by self-assessment of relative wealth, and by evaluating assets. The mean direct effect of parental education was greater than wealth. In path analyses, parental education ( βEd) also showed a stronger impact on children’s intelligence than familial economic status ( βIn, total effect averages: βEd= .30–.45, βIn= .09–.12; N = 15,125, k = 18). The effects on mental speed were smaller than for crystallized intelligence, but still larger for parental education than familial economic status ( βEd→MS= .25, βIn→MS= .00, βEd→CI= .36, βIn→CI= .09; N = 394, k = 3). Additional factors affecting children’s cognitive ability are number of books, marital status, educational behavior of parents, and behavior of children. If added, a general background (ethnicity, migration) factor shows strong effects ( βBg= .30–.36). These findings are discussed in terms of environmental versus hidden genetic effects.

The Elephant (-Sized Belly) in the Room

Had I known about the grim employment statistics facing mothers in academia I might have chosen a different path. I share my story of navigating the academic job market while visibly pregnant and connect my experiences to the wider issue of biases against motherhood in academia. Ultimately I was lucky to get a tenure-track job right out of graduate school, but the environment I found myself in was hostile to me as a new mother. There has been much interest in increasing gender diversity of the professorate, especially in mathematics; it is valuable to look specifically at how motherhood and the timing of child-rearing affect the underrepresentation of women at all levels of higher education. I conclude by offering several ideas promoting justice and fairness for academic families and practical improvements to increase both the hiring and promotion of caregivers.

Patents as Early Indicators of Technology and Investment Trends: Analyzing the Microbiome Space as a Case Study.

The human microbiome is the collective of microbes living in symbiosis on and within humans. Modulating its composition and function has become an attractive means for the prevention and treatment of a variety of diseases including cancer. Since the initiation of the human microbiome project in 2007, the number of academic publications and active patent families around the microbiome has grown exponentially. Screening patent databases can be useful for the early detection and the tracking of new technology trends. However, it is not sufficient to assess portfolio sizes because emerging players with small but high-quality patent portfolios will be missed within the noise of large but low-quality portfolio owners. Here we used the consolidated database and software tool PatentSight to benchmark patent portfolios, and to analyze key patent owners and innovators in the microbiome space. Our study shows how in-depth patent analyses combining qualitative and quantitative parameters can identify actionable early indicators of technology and investment trends from large patent datasets.

Evaluation of Students’ Perception of the Relationship between Academic Success and Families’ Psychological Nature

The purpose of this study is to explore students’ perception of the relationship between their academic success and their families psychological nature. A quantitative research design utilising a relational descriptive model was used to evaluate the relationship between families’ psychological nature and the academic success level of the students. A total of 523 6th and 7th grade students participated in the study. The Personal Information Form, Family Structure Assessment Tool (FSAT) (1992) and school reports were employed as the primary methods of data gathering. T-test, ANOVA and LSD Scheffe Test were used to analyse the data. Results of the study indicate that there are differences between the FSAT scores according to the students’ gender; however, no differences between the class levels were seen. This study has established that there is a relationship between the perceived students academic success and their families’ psychological nature.