Educational Hierarchy Research Articles

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.

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.

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.

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.

Common education in schools. Gauging potentials for democratic transformation: a case study from Greece

This article examines how educational commons, in which teaching and learning are shaped by the entire educational community on terms of equal freedom, contribute to democratic empowerment and renewal. Intervening in the critical debate over public formal education and the scope it allows for radical democratization, discussion draws on a case study conducted in the self-organized school Solidarity School Mesopotamia in Moschato, Athens, Greece.The Solidarity School is an informal tutoring or supplementary tuition school which is attached to the formal high school curriculum. One of its main objectives is to support students for the courses they attend in public schools and to prepare them for public school and university entrance exams. This attachment foists constraints on education, however, the commons-based organization and the alter-political nature of the school put a crucial twist on educational practice. This generates considerable transformative effects which are reflected markedly in the ambiance of teaching and learning.The School promotes socio-economic and political equality not only by providing free tuition to students whose families may not be able to afford private supplementary teaching and might not be able thus to enter university or to learn foreign languages. The School nourishes also a culture of equal freedom, solidarity and civic engagement which refashions the hegemonic habitus of consumerist individualism, passivity and submission to socio-political hierarchies.The article argues thus that there is room for educational commons and democratic transformation even in structures which remain tailored to formal schooling but refigure educational hierarchies and modes of governance, infusing education with an alternative democratic ethos of solidarity, equal freedom and grassroots self-organization.

Early Evaluation of a New French Surgery Course in the Best Practice of Dealing With Major Incidents and Mass Casualty Events

The main objective of this study is to evaluate the impact of a nationwide 5-month course aimed to prepare surgeons for Major Incidents through the acquisition of key knowledge and competencies. Learners' satisfaction was also measured as a secondary objective. This course was evaluated thanks to various teaching efficacy metrics, mainly based on Kirkpatrick's hierarchy in medical education. Gain in knowledge of participants was evaluated by multiple-choice tests. Self-reported confidence was measured with 2 detailed pre and post training questionnaires. Creation in 2020 of a nationwide, optional and comprehensive Surgical Training in War and Disaster Situation as part of the French surgery residency program. In 2021, data was gathered regarding the impact of the course on participants' knowledge and competencies. The study included 26 students in the 2021 cohort (13 residents and 13 practitioners). Mean scores were significantly higher in the post-test compared to the pre-test, showing significant increase in participants' knowledge during the course: 73,3% vs. 47,3% respectively (p ≤ 0.001). Average learners' confidence scores to perform technical procedures showed at least a +1-point increase on the Likert scale for 65% of items tested (p ≤ 0.001). 89% of items showed at least a +1-point increase on the Likert scale when it came to average learners' confidence score on dealing with complicated situations (p ≤ 0.001). Our post-training satisfaction survey showed that 92% of all participants have noticed the impact of the course on their daily practice. Our study shows that the third level of Kirkpatrick's hierarchy in medical education was reached. This course therefore appears to be meeting the objectives set by the Ministry of Health. Being only 2 years old, it is on the road to gathering momentum and further development.

Perceptions of Interprofessional Identity Formation in Recent Doctor of Physical Therapy Graduates: A Phenomenological Study

This study examined how recent Doctor of Physical Therapy graduates from a health professions graduate school with an interprofessional curriculum conceptualize their professional and interprofessional identity (i.e., dual identity). Theoretical frameworks included social identity theory, intercontact group theory, and the interprofessional socialization framework. Semi-structured interviews were conducted with 12 graduates in their first 1–2 years of practice in inpatient settings. Transcripts were analyzed using iterative and inductive phenomenological analysis to identify themes. Four themes related to professional identity emerged: from patient to physical therapist, profession exceeding expectations, connection with patient, and role affirmation through meaningful work. Six themes related to interprofessional identity emerged: valuing different mindsets, the authenticity of interprofessional education, feeling misunderstood, perceived versus true hierarchy, differing team dynamics, and being on the same page. Approaches to interprofessional education that focus on longitudinal socialization from professional education through clinical practice might best support the development of clinicians who value interprofessional collaborative practice.

INFLUENCE OF EDUCATION ON WASTE MANAGEMENT CULTURE. EUROPEAN EXPERIENCE

The presented work contains the results of research on the influence of the level of education on the environmental culture of society. The relevance of this issue is due to the sharp ecological load on the environment, which is a consequence of the growth of the population and the rapid development of technologies. The data on the generation of waste are presented, the existing strategies for handling them are considered, and an assessment of the role of education in the formation of environmental awareness is provided. The research is based on open sources of information. Information from official websites was taken into account and subjected to review and analytical analysis. The analysis of the obtained results speaks quite confidently about the reduction of the generation of household waste in countries where the system of environmental education is supported at the general state level and has the character of environmental education and lifelong learning. According to the results of the research, it was established that the future solution of environmental problems is not possible without proper environmental awareness and culture of society, and education is the main tool that can change our attitude to the environment. It was noted that a comprehensive approach to considering the problem of waste management should be built taking into account the educational component. At the state level, it is necessary not only to finance environmental programs and projects, but also to introduce a five-level hierarchy of environmental education.

Challenges of the digital culture in education in the family

The effects of digital culture have transformed society and human ethos, and exponential digitalization has led to an anthropological transformation. By causing profound and complex changes in all levels of the sociocultural environment, digital culture has also changed the psychological, physiological, spiritual, and moral consequences of an individual and family in general. The challenges that digital culture poses to family life by modifying relations of spouses, are also reflected in the upbringing of children and their education, reshaping language, changing mentality, and restructuring value hierarchies. This paper approaches the topic through two thematic units, the first of which aims to detect some of the most serious challenges of digital culture confronting education in the family. The second part discusses the phenomenon of the “technological disconnect” of family members and some aspects of the challenges that this new phenomenon poses to education in the family. This part of the paper discusses the “technological disconnect” of parents and its implications on children and their moral education, observing the problems of shifting responsibility for upbringing and education to the technology and media, as well as the phenomenon of parental alienation syndrome. While not disregarding all the benefits of the postmodern digital culture, this work aims at emphasizing and contributing to the discussion on the negative implications of “technological disconnect” on the moral aspect of education in the family.

Whiteness theory and the (in)visible hierarchy in medical education.

The theory of whiteness in medical education has largely been ignored, yet its power continues to influence learners within our medical curricula and our patients and trainees within our health systems. Its influence is even more powerful given the fact that society maintains a 'possessive investment' in its presence. In combination, these (in)visible forces create environments that favour White individuals at the exclusion of all others, and as health professions educators and researchers, we have the responsibility to uncover how and why these influences continue to pervade medical education. To better understand how whiteness and the possessive investment in its presence create (in)visible hierarchies, we define and explore the origin of whiteness by examining whiteness studies and how we have come to have a possessive investment in its presence. Next, we provide ways in which whiteness can be studied in medical education so that it can be disruptive. We encourage health profession educators and researchers to collectively 'make strange' our current hierarchical system by not just recognising the privileges afforded to those who are White but also recognising how these privileges are invested in and maintained. As a community, we must develop and resist established power structures to transform the current hierarchy into a more equitable system that supports everyone, not just those who are White.