The purpose of this study was to examine the relations among racial-ethnic group membership, political ideology (i.e., conservative and liberal), and perceptions of general campus climate (GCC) and of campus climate for racial-ethnic minorities (RECC). One hundred and thirty-six (136) undergraduate, graduate, and professional students participated in this study at a large public Midwestern university. A series of multivariate analyses of variance, hierarchical regressions, and mediation analyses were conducted. Findings indicated that Whites endorsed more positive perceptions of campus climate, reported fewer experiences of racial-ethnic harassment, and endorsed less liberal political ideological beliefs than people of color. No racial differences in conservative ideology emerged. After controlling for racial-ethnic group membership, results showed that experiences of racial-ethnic harassment predicted both GCC and RECC, whereas conservative ideology only predicted RECC. Post hoc analyses demonstrated that experiences of racial-ethnic harassment fully mediated the relationship between racial-ethnic group membership and GCC, but only partially mediated the relationship between racial-ethnic group membership and RECC. Neither conservative nor liberal ideologies were significant mediators. Implications for future research and practice are provided.

http://www.jenihart.com/wp-content/uploads/Navarro-Worthington-Hart-Khairallah-2009.pdf

Liberal and Conservative Political Ideology, Experiences of Harassment, and Perceptions of Campus Climate

This qualitative study case study explicates how a preservice teacher of color in an urban teacher education program (TEP) peripherally engages critical pedagogy with perceived content irrelevancy ...

Friendly Resistance: Narratives from a Preservice Teacher of Color Navigating Diversity Courses

Research has focused on academic integrity in terms of students’ conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university. Consistent with the current literature, our data showed that integrity was predominantly taken as “not plagiarizing (in school)/giving appropriate credit when credit is due (in the workplace)”, “not cheating”, and “completing tasks independently”. The survey, though, also revealed further perceptions such as, in a university context, “not manipulating data (e.g., scientific integrity)”, “being honest with others”, “group work commitments”, “conscience/moral ethics/holding true to one’s beliefs”, “being honest with oneself”, “upholding a strong work ethic”, “going against conventions”, and “reporting others”, as well as, in a workplace context, “power and responsibility and its implications”, “professionalism”, and “representing or being loyal to an organization”. The findings suggest that some students see the notion of integrity extending beyond good academic conduct. It is worthwhile to (re)think more broadly what (else) integrity means, discover the gaps in our students’ understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas.

/pdf/integrity-in-and-beyond-contemporary-higher-education-what-6jymtdkl94.pdf

Integrity in and Beyond Contemporary Higher Education: What Does it Mean to University Students?

Purpose: The study was conducted to analyze the methods adopted by teachers towards instructional planning and to analyze the mechanism used by teachers to develop sense of social responsibility among students. 
Methodology: For this purpose data was collected from the respondents regarding Instructional Planning; majority of the respondents opinioned that Lesson plan was written occasionally with specific and clear objectives. Data was collected regarding social responsibility, majority of the respondents were always aware about Self hygiene, cleanliness through lectures and activities. Recommendations are stated that teachers must write lesson plans and it must be ensured by school administration. Community service programs must be integral part of the curriculum. Moreover, different clubs at school and seminars aid in socially grooming of students. 
Findings: Conclusion of the lesson, home assignment was included considering organizing the lesson according to learner`s needs, evaluation, time specification, flexibility of the planner considering outcome of pupils, visualizing with classroom reality, group discussion, pupil`s group work, presentations and encouraged students’ relevant questions. Moreover, the instructional planning was significant. 
Implications: Teachers must guide the pupils in Community Service and create awareness in pupils for its importance not only in their career but also in providing community services, developing sense of responsibility, morality, skills development and citizenship. Parents’ cooperation is also prerequisite in motivating the pupils towards Community services

/pdf/analysis-of-teachers-instructional-planning-and-developing-1xxmt9icws.pdf

Analysis of Teachers Instructional Planning and Developing Skills of Social Responsibility at FGP Secondary Schools Level in KP Pakistan

Diversity, Pressure, and Divisions on the University of Pennsylvania Campus

Higher Education and the Development of Moral and Civic Responsibility: Vision and Practice in Three Contexts.

/pdf/political-bias-in-undergraduate-education-carnegie-2ora3let0h.pdf

Political Bias in Undergraduate Education. Carnegie Perspectives.

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Tom Ehrlich

Author Tools

Chat about Author

Papers

Higher Education and the Development of Moral and Civic Responsibility: Vision and Practice in Three Contexts.

Political Bias in Undergraduate Education. Carnegie Perspectives.