Matthew A. Witenstein

A quantitative study of cultural conflict and gender differences in South Asian American college students

Abstract This study used quantitative data collected through a questionnaire with ninety-five participants to examine both overall and gendered patterns of bi-cultural conflict in 1.5- and second-generation South Asian American college students. It used cultural values conflict theory to examine the degree and types of bi-cultural conflict that participants experienced with their families on making academic and sociocultural decisions in an educational context. Descriptive analyses on academic decision-making indicated that students experienced high conflict with parents on being compared to others academically and on time allocation for study and recreation. Analyses on sociocultural items indicated high conflict levels on issues of dating and collective decision-making processes. Independent t-tests revealed differences between genders on cultural conflict levels. Findings suggest that males experienced more conflict on academic-related items, while females experienced greater conflict on sociocultural items.

Comparative Perspectives on Teacher Education in South Asia

Abstract This discussion essay provides an overview of teacher preparation programs in South Asia, detailing current innovative practices, challenges and trends regarding teacher education in the region. The chapter presents initiatives in several South Asian countries in terms of the design and implementation of in-service teacher trainings, pre-service teacher education programs, and distance education programs in South Asia. The main concept of the essay is to provide a comparative perspective to learn from field-based initiatives with the aim of improving the quality of the programs. It also highlights new trends such as the English education programs and ICT-based teacher training programs. It acknowledges that culture and context form a large part of the success for any education initiative. While doing so, a more holistic approach to improving teacher quality is emphasized. Finally, the essay concludes by sharing some ideas on developing conducive teaching–learning environments in the schools to support teachers. This essay should benefit policy makers and practitioners to: (a) obtain an overview of teacher quality programs in South Asia; and (b) comparatively learn from the experiences of countries in South Asia that have both numerous similarities and some differences.

Inequality of participation in Nepalese higher education

Purpose – The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of post‐secondary educational participation in Nepal.Design/methodology/approach – This conceptual/theoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and O’Riordan to the context of Nepalese post‐secondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.Findings – The constraints from Lynch and O’Riordans model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitators/constraints to the...