Sabine Severiens

Gender and Gender Identity Differences in Learning Styles

In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects.

A comparison of ethnic minority and majority students: social and academic integration, and quality of learning

This article examines students from ethnic minorities and majorities with regard to the relationships between their social and academic integration and their quality of learning. A total of 523 students at four universities completed a questionnaire: analyses of variance were used to examine mean differences, and structural equation modelling (lisrel) was used to analyse differences in relationships between integration and learning. After one year of study, minority students had performed less well and had obtained a lower number of credits, even though their approaches to learning had been no different. Neither had there been any differences in integration. Furthermore, analyses revealed a different set of relationships between integration and learning for minority and majority students. For majority students, the impact of formal academic integration was positively related to grades, credits and approaches to learning. However, in the group of minority students, the role of formal academic integration was inconclusive: negatively related to grades, but positively related to the deep approaches to learning. In the conclusions, these results are interpreted and some suggestions for future research are presented.

An Exploration of Attitudes towards Modern Biotechnology: A Study among Dutch Secondary School Students.

Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made.

Comparison of Dutch ethnic minority and majority engineering students: social and academic integration

Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto’s twin concepts of academic and social integration are used here to explore the experiences of minority and majority students in Dutch higher engineering education. Based on a small‐scale interview study, it is shown that ethnic background does not seem to be a decisive, unequivocal factor in the extent to which students are integrated in institutions of higher education. Student answers show differences according to ethnic background in both social and academic integration, and these differences vary according to the year in which the students are found. The paper ends with some suggestions for further exploration.

Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non‐completers

The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non‐completers in the Netherlands. Tintos model on the departure process was used as a theoretical framework. A total of 1017 non‐completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate analyses of variance showed no main effect for ethnic background of non‐completers, but interaction effects with type of withdrawal (drop‐out versus switching course or institution), and moment of withdrawing (early or late). Ethnic minority drop‐outs withdrew more often than majority drop‐outs because of a perceived poor quality of education. A lack of ability was more important in the decision to withdraw for majority drop‐outs compared to ethnic minority drop‐outs. Ethnic minority switchers withdrew more often than majority switchers because they were disappointed with the educational content. This factor also appeared to be more important to minority non‐completers who had left higher vocational education after more than one year in comparison with the late majority non‐completers.

Engagement in self-regulated deep learning of successful immigrant and non-immigrant students in inner city schools

In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background. By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students) were registered as well.A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures, only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than 60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative explanations in the discussion section.RésuméPour déterminer et comprendre d’éventuelles différences en apprentissage autonome profond entre des élèves performants de milieux d’immigrés et de non immigrés, nous avons examiné 650 élèves en seconde de lycées généraux à Amsterdam, dont 39% viennent de milieux d’immigrés. Le questionnaire MSLQ de Pintrich et de Groot (1990) a permis aux élèves de rapporter sur leur usage de cinq stratégies d’apprentissage, de stratégies d’organiser des ressources, et sur leur motivation (valeurs et attitudes). Deux tests ont mesuré leur vocabulaire et leur aptitude mathématique. Nous avons demandé aux élèves d’indiquer leurs notes récentes, leur lieu de naissance, la scolarité de leurs parents, et leur sexe.D’une analyse factorielle des cinq stratégies d’apprentissage deux facteurs ont surgis: l’apprentissage autonome profond et l’apprentissage autonome superficiel. Les analyses de variance succédantes ont montré que, comparées aux garçons, les filles ont une préférence pour l’apprentissage autonome superficiel. Pourtant, de tous les élèves, les filles de milieu d’immigrés tendent les plus fortes à l’apprentissage autonome profond. Dans ce respect, le contraste entre les filles de milieu d’immigrés et les filles de milieu non immigrés est substantiel. Afin d’éclaircir cette différence prononcée et de comprendre la variation en apprentissage autonome profond dans la population entière d’élèves nous avons examinés le rôle de plusieurs covariantes. Parmi les indicateurs du niveau de performances, seulement les notes paraissent importantes pour l’apprentissage autonome profond. Les valeurs et attitudes motivationnelles, ainsi que les stratégies d’organiser des ressources, le sont également. La filière ne joue aucun rôle, mais la composition scolaire du lycée parait faire une différence. Les lycées recevant 60% ou plus d’élèves de milieu d’immigrés stimulent davantage l’apprentissage autonome profond que les lycées à 20% ou moins d’élèves d’immigrés. Comme la différence en apprentissage autonome profond entre les filles de milieu d’immigrés et les filles de milieu de non immigrés n’a pas été expliquée par les covariantes proposées, nous entamons une explication alternative dans la section finale.

Education through Fiction: Acquiring Opinion-Forming Skills in the Context of Genomics.

The present study examined the outcomes of a newly designed four‐lesson science module on opinion‐forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16‐year‐old students’ opinion‐forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis tested in this study is whether fiction stimulates students to develop opinions with regard to socio‐scientific issues. A quasi‐experimental pre‐test and post‐test design was used, involving two treatment groups and one control group. One of the experimental groups received a science module incorporating movie clips (i.e., the movie group). The other experimental group received the same science module, but only news report clips were used (i.e., the news report group). Prior to and after the module, 266 secondary school students completed a questionnaire to test their opinion‐forming skills. The results demonstrate that the science module had a significant positive effect on students’ opinion‐forming skills and that the movie group improved their skills more compared with the news report group. It may be concluded that the use of fiction—to be more specific, movie clips about genomics extracted from feature films—to introduce a socio‐scientific issue in the classroom stimulates students to develop their opinion‐forming skills.

Effects of a science education module on attitudes towards modern biotechnology of secondary school students

This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

Teaching for diversity: a literature overview and an analysis of the curriculum of a teacher training college

This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise as the most significant: (1) language development; (2) pedagogy; (3) social interaction and identity; (4) parental involvement; and (5) schools and community. In the second part of the article, we describe the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The vision document, teacher competences and course descriptions were analysed using the description of the areas of expertise. The results show the extent to which all five areas are covered. The article ends with recommendations regarding the curriculum, so that graduates will be better qualified for teaching for diversity.