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Identity as a Variable
TL;DR: The authors define collective identity as a social category that varies along two dimensions -content and contestation, and compare collective identities according to the agreement and disagreement about their meanings by the members of the group.
BookDOI
Motivation, Emotion, and Cognition : Integrative Perspectives on Intellectual Functioning and Development
TL;DR: Dai et al. as discussed by the authors presented an integrated understanding of Intellectual Functioning and Development in Motivational and Affective Contexts, including the role of affect in cognitive processing in academic contexts.
Journal ArticleDOI
Identity as a Variable
TL;DR: The authors define collective identity as a social category that varies along two dimensions (content and contestation) and compare collective identities according to the agreement and disagreement about their meanings by the members of the group.
Journal ArticleDOI
The social competence of Latino kindergartners and growth in mathematical understanding.
Claudia Galindo,Bruce Fuller +1 more
TL;DR: Children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom is shown.
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How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates
TL;DR: This paper examined how intersecting stereotypes about gender and race influence faculty perceptions of post-doctoral candidates in STEM fields in the United States and found that women were rated more likeable than men candidates across departments.
References
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Learning considered within a cultural context. Confucian and Socratic approaches.
Roger G. Tweed,Darrin R. Lehman +1 more
TL;DR: In this paper, a Confucian-Socratic framework is used to analyze culture's influence on academic learning and the effects these approaches may have for students who either fit or do not fit the cultural ideal.
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A Cultural Model of Learning Chinese “Heart and Mind for Wanting to Learn”
TL;DR: This article examined the Chinese model of learning from an emic perspective and found that Chinese learners view learning as a process of moral striving called self-perfection, which stresses seeking knowledge and cultivating a passion for lifelong learning, fostering diligence, enduring hardship, persistence, concentration, studying hard regardless of obstacles, and feeling shame-guilt for lack of desire to learn.
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Chinese conceptions of 'effective teaching' in Hong Kong: towards culturally sensitive evaluation of teaching
TL;DR: Hong Kong Chinese students and expatriate university teachers as discussed by the authors identified conceptions of effective teaching held by Hong Kong Chinese university students and teachers and contributed to research on the cross-cultural application of models of teaching, finding that teacher effectiveness is deeply rooted in specific cultural values and social norms.
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Construction of mathematical knowledge through whole-class discussion
TL;DR: This paper presented a word problem with three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution.
Related Papers (5)
Learning considered within a cultural context. Confucian and Socratic approaches.
Roger G. Tweed,Darrin R. Lehman +1 more