Showing papers by "Phoenix College published in 1998"

When Social Role Salience Leads to Social Role Rejection: Modest Self-Presentation among Women and Men in Two Cultures:

Abstract: Resistance to the traditional gender role expectation for modest self-presentation among women was examined in a pair of studies. In the first-which included U. S. and Polish college students of both sexes-making traditional gender role expectations explicitly salient led to a significant reversal of traditional modest responding only among American women. A second study supported a role rejection account of this finding by demonstrating that (a) U.S. women reacted much more negatively to the traditional gender role expectations for modesty than did comparable men, and (b) those women who reacted most negatively also evidenced the greatest role-inconsistent intentions. The possibility is discussed that seemingly ambivalent role behavior may not be a result of role conflict but instead to the presence or absence of salient role-related stimuli.

Moving Practice: From Classrooms to MOO Rooms

Abstract: We discuss design considerations in moving practice through the boundary from physical to virtual places. Although the examples are grounded in a school environment, we believe that the design tradeoffs apply to any networked collaborative space. The context for discussion is Pueblo, a MOO-based, cross-generation network learning community centered around a K-6 elementary school. The development of practice in Pueblo draws upon teachers‘ and students‘ experience with semi-structured classroom participation frameworks – informal structures of social interaction which foster certain ways of thinking, doing, and learning through guided activities and conversations. We have translated several familiar frameworks into the Pueblo setting, using the classroom versions as models to be adapted and transformed as they are aligned with the affordances of the MOO. We identify four design dimensions that have emerged as particularly interesting and important in this process: audience, asynchrony and synchrony, attention and awareness, and prompts for reflection. We illustrate design choices in each dimension using several of the participation frameworks that have been translated into Pueblo. We discuss the relation between MOO affordances and design choices and provide examples of successful and unsuccessful alignment between them.