Educational Hierarchy Research Articles

Critiquing the Community College Stigma Through the Disability Justice Principles

ABSTRACT Educational hierarchies continue to proliferate in the U.S. reifying social inequities and benefitting a select few. Community colleges seek to disrupt this sorting mechanism with their non-elite admissions, varied educational offerings, and integrated student populations. As a consequence for challenging the status quo, community colleges are stigmatized as a haphazard, floundering mistake, but we contend the community college stigma is a tool for social stratification. The stigma, like all stigmas, reinforces and is reinforced by societal biases, and in this case, the value-laden narrative is linked with educational affiliation. By combatting the community college stigma, the many pervasive isms (i.e. racism, ableism, classism) are simultaneously destabilized. Therefore, as a collective of community college alumni and advocates, we critique the community college stigma via the disability justice framework in this article. We specifically engage the principles of intersectionality, collective access, interdependence, leadership of those most impacted, sustainability, and collective liberation to examine who the stigma harms and serves. We pose reflective questions to unsettle coded language and normalized practices that position community colleges and their students in need of external, education saviors. Further, we invite readers to acknowledge the importance of these locally situated, community-engaged institutions and to chart a transformative path forward by enacting community college values.

The influence of hierarchy as an Implicit curriculum on medical trainees during the COVID-19 pandemic

ABSTRACT Background Understanding the hierarchy in medical education is considered one of the hidden curriculum agendas that help to guide the medical trainees throughout their careers in healthcare. However, many negative aspects to the hierarchy and a few positive aspects have been uncovered in recent years. The COVID-19 pandemic had a tremendous impact on the healthcare system, deploying healthcare workers, including trainees from their primary speciality training to help caring for COVID-19 patients. The effect of hierarchy on medical trainees in such situations has not been discussed before. This study aims to uncover whether the COVID-19 pandemic emergency had any impact on the hierarchical system among healthcare workers. Methods Individual semi-structured virtual interviews were conducted with six residents from different residency programs who were redeployed from their primary subspeciality to work with COVID-19 patients in different healthcare facilities across the country. The interviews aimed to uncover the resident’s experience with the hierarchical structure while working in a diverse COVID-19 team. Responses were analysed qualitatively using an interpretive approach. Result Interviews yielded data broadly covered the aspects of 1. The impact of hierarchy during the pandemic on the resident’s training in the absence of academic and clinical teaching and the limited exposure to clinical cases where the primary focus was treating COVID-19 patients. 2. The functional and dysfunctional impact of hierarchy on team dynamic before the COVID-19 pandemic from the residents ‘perspective when they worked with different teams before the pandemic. 3. The functional and dysfunctional impact of hierarchy on team dynamic during the COVID-19 pandemic where some aspects of hierarchy, like mentorship, were prominent among teams. 4. The resident personal experience with the COVID-19 team during the pandemic in terms of team diversity and the war zone experience. The trainees described in a narrative approach the hierarchy impact on their experience during the COVID-19 pandemic. Conclusions The COVID-19 pandemic impacted the hidden curriculum of medical hierarchy in both functional and dysfunctional ways. This period underscored positive hierarchical elements, such as role clarity and team leadership, which were often overlooked pre-pandemic, while also exposing limitations that hindered flexibility and inclusivity.

New Linguistic Hierarchy in Nineteenth Century Bengal and Education for Muslims

A new linguistic hierarchy emerged in nineteenth century colonial Bengal with the implementation of a centralised education system in the English language by the British and the codification of a new vernacular, sadhu-bhasha (standard Bangla). This new linguistic hierarchy paved the way for the social othering and linguistic marginalisation of several social groups, including Bengali-speaking Muslims. This study investigates the position of Bengali-speaking Muslims in this changed socio-linguistic landscape and explores the factors that contributed to its creation. The research highlights that Bengali Muslims navigated linguistic hegemonies shaped by the implementation of English, the promotion of standard Bangla and the pressure of Urdu, the language for asserting pan-Indian Islamic identity. This study explores the constant linguistic negotiations Bengali Muslims undertook in shaping their language of education. It traces how language became a source of social exclusion for them on the path to gaining formal education both inside and outside their community.

A Qualitative Study of Workplace Gossip in the Residency Learning Environment.

Background Gossip is a ubiquitous sociocultural phenomenon serving many functions in human interactions, including in workplace and academic settings. Gossip can have profound positive and negative impacts; however, its impact on medical residents and their learning environment is unknown. Objective To understand the function and impact of workplace gossip-from and about colleagues and supervisors-on medical residents' experiences in their learning environment. Methods This exploratory study used principles of constructivist grounded theory. Data were collected from residents in the obstetrics and gynecology and psychiatry programs at a large academic institution via semistructured interviews in 2021. Seven residents were interviewed. Transcripts were analyzed using inductive coding, and themes were identified. Results Thematic analysis revealed perceived positive and negative impacts of gossip. Perceived positive impacts included affirmation and roadmapping. Perceived negative impacts included anxiety/fear and the role of gossip in reinforcing the educational hierarchy. Other themes, which are perceived to have both positive and negative impacts, included the role of gossip in learning and in group status. The identity of the gossiper, audience, and subject of gossip also impacted its effects. Gossip between residents about faculty members was perceived as roadmapping, or an affirming role, whereas gossip involving faculty members created anxiety and reinforced negative aspects of the hierarchy. Conclusions Workplace gossip serves both positive and negative roles within the medical learning environment. It can function as informal debriefing and can also threaten psychological safety. Its impact on residents is affected by the identities of the gossiper, subject, and audience.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Analysis of the Epistemological Potential of Critical Thinking at the Present Stage of the Educational Model

The central focus of our study is the issue of the significance of critical thinking in the system of educational paradigm. The primary goal set by the authors within the framework of the article is the definition of critical thinking of the surrounding reality both at the theoretical and practical levels of knowledge approbation. Essential emphasis in the work is made on the directions of integrative education, didactic approach to understanding the educational system, consideration of species and genus segments of critical thinking, designation of interactive technologies in the dynamics of elements of cognition and consideration of issues in the context of distance learning process. The authors provide a number of doctrinal foundations within the concepts of thinking; binomial system, which includes the concepts of thinking and criticism - critical thinking, as well as the introduction of specific methodologies in the educational hierarchy.

Complicity and Conformity: perpetuating race and class hierarchies in UK higher education

ABSTRACT Drawing on tenets of Critical Race Theory such as Whiteness, interest convergence, intersectionality and White supremacy this paper examines how some academics of colour are able to accelerate their success in higher education by performing Whiteness by using their privileges and capitals as a means by which they are able to identify with their White colleagues which enables them to perform Whiteness (albeit as outsiders). At the same time, by allowing privileged academics of colour entrance into the White space of higher education, White groups are able to perform inclusion. Drawing on interviews with 34 academics of colour, this paper argues that by performing and enacting Whiteness, some academics of colour mirror successful White behaviours within White normative frameworks. As a result, they are rewarded and gain entrance into the White space of higher education, but the main beneficiaries from this process are White groups, leaving the structures and institutions of racism intact. Consequently, they are complicit in upholding White supremacy, and by doing so protect the interests of White groups.

Wrestling with the ghost of deficit: exploring the experiences of trainee English further education teachers

Global education policy discourse is based on an unshakable belief that more and improved skills will promote economic prosperity, global competitiveness and social inclusion. In England, the Further Education and Skills sector (FES) has emerged as the vehicle to deliver these skills. However, the portrayal of FES as focusing primarily on vocational education for people often adjudged to be ‘not academic’ positions the sector at the bottom of the educational hierarchy, with negative ramifications for those who teach and study in it. This paper applies a case study approach to explore the lived experiences of five trainee FES teachers completing their initial teacher education (ITE). Drawing on contemporary interpretations of Bourdieu’s theory of habitus, I develop Morrin’s notion of hauntings to explain the psycho-social, historical and spatial influences on the trainees’ responses as they re-enter the field of education as teachers.

Barriers to reporting medical errors from the perspective of obstetric residents: A qualitative study.

Patient safety is one of the basic dimensions of quality of care. Medical errors are one of the most important and influential factors in the quality of care and clinical outcomes, which can have a significant economic effect. The aim of this study was to explore barriers to reporting medical errors from the perspective of obstetric residents. This was a qualitative study using a conventional content analysis approach. Data collection was performed through 18 semi-structured and in-depth individual interviews and a group discussion session with 13 obstetricians in Tabriz, Iran. Purposeful sampling started in December 2021 and continued until data saturation in October 2022. Findings were analyzed concurrently with data collection using MAXQDA 10 software. Four categories were obtained after analysis of the data: individual and organizational factors, the nature of the error, the educational hierarchy, and the fear of reactions and consequences of error reporting. Considering the importance of patient safety, it is necessary to improve the quality of education and awareness of residents and direct supervision of attending, emphasize promoting professional communication and changing educational policies and strategies to reduce errors, and remove barriers to error reporting. Instead of blaming those in error, the organizational culture should support error reporting and reform the error-prone system, through which positive results will be achieved for both patients and healthcare providers.

The Talent Training Model of Forensic Medicine in Japan and Its Reference.

The quality of Japanese forensic experts has been widely recognized around the world, which cannot be separated from the "ripple effect" caused by the rapid rise of the modern forensic education in Japan. By continuously adopting foreign forensic education resources and teaching experience, it has finally formed a forensic professional talent training model with a clear hierarchy of basic education and professional training, as well as classroom teaching and case studies complementing each other; and it continuously improves the comprehensive quality of practitioners through domestic training and international exchange and cooperation, providing talented professionals for the development of the Japanese forensic industry. In this context, this article takes the development history of Japanese forensic medicine as the starting point to study how it gradually formed the embryonic form of forensic education in modern times. Based on this, it analyzes the characteristics of Japan's modern forensic medicine talent training model, summarizes excellent experiences for localized transformation, such as emphasizing the role of practical teaching, exerting the effectiveness of vocational skills training, and promoting international exchange and cooperation, to provide reference and inspiration for the training of relevant professional talents in China.

Scientific Communication Initiative at a Medical Military Library

Implementation of new scholarly communication library service in the digital age is characterized by the competitive forces between the old library information services and the ambiguity of future information services. This research analyzes the development process of scientific initiative and collaborative partnership in the military medical library environment aimed to enhance the quality of scientific communication and information skills in military residents and clinicians. The hindering internal and external forces and facilitators of developing and implementing scientific initiative service in the military medical library are evaluated. The environmental analysis was conducted to determine the scholarly communication needs in the scholarly military medical environment. The ambassador-based model was used for the development of scientific communication initiative (SCI) at the military medical library. The SCI consisted of two components: library information communication and scientific communication. This implementation in the military medical environment enhanced scholarly communication, research skills development, and information education. A collaborative Scientific Hub, and liaison partnerships with military graduate medical education program directors and clinicians enhanced the scientific communication and information skills in residents. The Ambassador model, used in the development of scientific initiative in academic and military environments, was valuable for developing and implementing specialized interdisciplinary and multidisciplinary information services in the academic and military environment. Higher education hierarchy, educational needs, organizational hierarchy, academic culture, and educational environment influence the implementation of information services in academic and military environments.

Multidimensionality Matters: The Implications of Educational Hierarchy and Differentiation for Intergenerational Mobility in Europe

Multidimensionality Matters: The Implications of Educational Hierarchy and Differentiation for Intergenerational Mobility in Europe

Elite lawyers in Türkiye: Educational capital, status hierarchies, and feminization

Abstract Sociological studies on elite lawyers working in large law firms have recently extended to non-Western countries. Based on a quantitative dataset comprising 1,303 lawyers from 106 Turkish law firms, this article aims to be the first empirical investigation of the social profile of lawyers in the rising large law firms in Türkiye. The analysis focuses on how characteristics of Turkish elite lawyers, in terms of educational capital, gender, and status are distributed. The objective of the analysis is to discover to what extent the expansion of legal education and rise of the private universities are reflected in the structure of elite law firms. To discover the relationships between university type, gender, and position at job, chi-square, and logistic regression analyses are conducted. Main findings are that the Turkish elite lawyers constitute a stratum where the most advantageous educational capital is concentrated compared to the profession in general, the lawyers working in the employee position are relatively young and have mostly private university degrees, and the increased feminization of the profession is closely intertwined with the status hierarchies.

Building conceptual and methodological bridges between SSE's diversity, equity, and inclusion statement and educational actions in evolutionary biology.

The field of evolutionary biology must bridge the gap between its diversity, equity, and inclusion (DEI) commitments and data-driven educational actions in the nation's undergraduate classrooms and degree programs. In this article, we discuss the urgent need for the adoption of equity frameworks and why they are centrally important to data-driven DEI efforts in evolutionary biology. We describe why equity indicators (e.g., measures) must be anchored in and aligned with equity frameworks. We introduce a specific equity framework for learning (the enhanced educational debt framework) and illustrate how it may be leveraged to document, interpret, and improve outcomes in evolutionary biology. We apply the equity framework and associated indicators to >3,500 students' first college-level experience with evolutionary biology at a public, 4-year institution in the Northeastern United States to demonstrate how these conceptual tools and empirical perspectives may be used by faculty, departments, and degree programs to better understand their roles in mitigating or perpetuating inequities. We end by discussing how this framework may be applied to a range of evolution concepts and courses in the educational hierarchy and used to help evolutionary biologists better understand the extent to which a core aspect of SSE's diversity statement is being realized.

Breaking through the glass ceiling: unveiling women’s representation by gender and race in the higher education hierarchy

This retrospective study examined progress towards diversity at the intersection of gender and ethnicity amongst senior higher education academics and managers in England and Wales. The study aimed to assess any evidence of competing diversity agendas and the impact of diversity initiatives on female racial minorities. This study investigates the advancement of diversity at the nexus of gender and ethnicity within senior academic and management roles in higher education across England and Wales. Using employment records of senior staff from higher education institutions were used to assess trends in race and gender, it retrospectively examines trends in employment for ethnic minority women and the effectiveness of diversity awards from 2012 to 2019. We also collected data on the receipt of Athena SWAN or Race Equality Charter awards by higher education institutions. Mixed-effects modelling was employed to analyse the correlation between institutions awarded the Athena SWAN Silver or Race Equality Charter Bronze and variances in the representation of women from racial minorities. Results indicate that the representation of ethnic minority females in senior roles showed a marked increase over the study period. However, disparities were observed, with Black females showing fewer signs of advancement. Institutions that received Athena SWAN Silver or Race Equality Charter Bronze awards demonstrated increasing gender and racial diversity, with no evidence of competing diversity effects. The study found evidence of progress in advancing gender and ethnic diversity in senior academic and leadership positions in higher education in England and Wales. Despite this, certain racial groups, such as Black females, faced greater challenges in advancement. The positive impact of diversity initiatives was observed, with no evidence of conflicting diversity agendas. Further research is recommended to investigate structural factors affecting ethnic minorities in higher education, and to assess the potential influences of external factors like the COVID-19 pandemic on the diversity agenda.

Analysis of the Implementation Path of Civic Education Work in institution of higher education under the Background of Internet+

Abstract In this work, the ideology and political characteristics are iteratively calculated using Cuckoo Search Algorithms and the Extreme Learning Machine. The ideology and political objective function are then obtained using CS-ELM. A CS-ELM-based index framework for ideology and political education effect in educational institutions is developed, all of the bird’s nest objective function values are calculated, as well as the bird’s nest position with the highest objective function value is retained in order to accurately and effectively evaluate the current state of ideology and political education effect in educational institutions. The experimental data set is an evaluation of the ideology and political education effects of colleges and universities from 2013 to 2022. Research and analysis are conducted on the evaluation of ideology and political education in institution of higher education in order to remove the quantitative definition of the collected raw data, and mixing is used to process the raw data to make it into a dimensionless one. The hierarchy of higher education has an impact on the establishment of high-quality economies. The CS-ELM model is the best way to assess ideology and political teaching effectiveness in higher education institutions, as per the results. This is because, when looking at the evaluation from an overall perspective, the RMSE value is 0.007, and the R-value is 0.995. This study enhances the quality of instruction in the classroom, promotes a positive environment and attitude, and motivates students to be actively involved in their education.

Sowing the Seeds of Commons in Education: Three Case Studies from the Horizon Project 2020 SMOOTH

This paper explores how educational commons, in which education and learning are shaped by the members of the educational community in terms of equality, freedom, and creative participation, contribute to addressing inequalities, empowering democracy, and enhancing inclusion. The discussion focuses on the crucial debate around public formal education and the potential for radical democratisation it offers through three case studies carried out in formal and non-formal educational settings in Thessaloniki, Greece. The research was conducted in three different types of education centres: a public kindergarten, a self-organised autonomous libertarian educational community, and an after-school programme of a primary school where Workshops for Nurturing and Developing Environmental Resilience (WONDER) were implemented by the environmental organisation Mamagea. Through patterns of commoning practices, like peer governance, co-creation of knowledge, and peer learning, the case studies aimed to establish the prerequisites for the co-creation of a community that offers pupils and students, teachers, and educators the chance for self-formation and equal participation. The article makes the case that educational hierarchies and governance models can be reconfigured in order to incorporate the democratic values of solidarity, equality, self-organisation, and self-formation even in structures that are still tailored to formal schooling. The article argues that educational commons can make a decisive contribution to tackling inequalities, and the commons logic can grow effectively in school education under specific conditions. The pedagogical practice is shifted in educational commons in ways that balance out contemporary enclosures based on several inequalities.

The importance of integration of music education with social sciences in elementary school

TThis study analyzes the importance of cross-subject (cross-curricular) integration of the music education subject with social sciences in elementary school, from the perspective of primary school teachers. This research is important for the teachers of the relevant fields and aims to improve the cross-subject connection practices of music education and social sciences in schools, and it also aims to raise the awareness of the relevant educational institutions at the municipal and state level. The aspect of cross-curricular integration is very important for the development of students’ competencies. These competencies are related to the very goals of the pre-university education system of Kosovo clearly defined in the new Kosovo Curriculum Framework, as the main document in the hierarchy of official education documents in Kosovo. In order to identify the current situation, in this study a qualitative approach was used and by purposeful sampling different teachers have been chosen who work with grades 3, 4 and 5 (in the second curricular level), because this combination offers a diversity of educational units and greater opportunities for ways of integrating music education with social sciences. To address this topic, we collected research data through a semi-structured interview with a total of 15 primary school teachers which highlight the real situation regarding the importance, applicability and the challenges teachers face during the integration of music education with the subjects representing social sciences.

An Analysis of Factors Influencing Chinese University Students’ Major Choice from the Perspective of Gender Differences

Higher education attainment is a focus of gender differences research. However, little is known about differences in university students’ major choices at the same level of higher education in China’s education hierarchy. Based on a web survey of 1164 undergraduate students in China’s broad enrollment context, this study uses Wenjuanxing to collect information by posting questionnaires on social media platforms and analyzes the impact of gender differences on the major choices of finance and economics undergraduates by using the Linear Discriminant Model (LDM). Moreover, this study explores the differential impact of income level, urban–rural settings, and regional differences on university students’ major choices. This study finds that female students are approximately 2.62 times more likely than male students to choose applied majors (such as accounting, financial management, auditing, international business, and so on), a gap that is more pronounced in high-income families and Eastern regions. In addition, in rural areas, female students have a higher probability of choosing applied majors than male students. These findings indicate that in China’s broad discipline enrollment model, gender differences still significantly affect students’ major choices, and female students are more likely to enter applied majors than their male counterparts.

Formulation of Alternative Islamic Education Through the Multiple Intelligences Approach at Boarding School

Pesantren, as future Islamic education institutions, is based on community needs based on the dynamics of the morality of the developing generation. This study aims to reveal alternative Islamic education's hierarchy, formulas, and formulations in pesantren with a multiple intelligences approach. This research was conducted at Pondok Pesantren Puncak Darussalam Potoan Dajah Palengaan Pamekasan, which is capable of producing graduates with national and international contributions and achievements. The characteristics of this pesantren are able to accommodate the potential of santri through the multiple intelligences approach with varied activities representing the multiple intelligences of the santri. The chosen research technique employs a descriptive qualitative approach, specifically utilising a case study design. The data collection process encompasses various methods, including observation, interviews, and documentation. The study yielded findings about the hierarchical structure of alternative Islamic education, which was analysed through multiple intelligences theory, incorporating integrative, creative, and adaptive principles. The formula is organised in a systematic manner, incorporating many supporting materials that encompass the stages of input, process, output, and outcome. The formulation is evident in the design of learning activities that serve to strengthen and enhance the nine different types of intelligence.