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Book review of "Black Racialization and Resistance at an Elite University" 《精英大学黑人种族化与反抗》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189701
Michelle Jean-Paul
{"title":"Book review of \"Black Racialization and Resistance at an Elite University\"","authors":"Michelle Jean-Paul","doi":"10.47678/cjhe.v52i2.189701","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189701","url":null,"abstract":"Book review of \"Black Racialization and Resistance at an Elite University\"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41609917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book review of "Higher Education for Democracy: The Role of the University in Civil Society" 《高等教育促进民主:大学在公民社会中的角色》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-05 DOI: 10.47678/cjhe.v52i2.189747
A. Le
{"title":"Book review of \"Higher Education for Democracy: The Role of the University in Civil Society\"","authors":"A. Le","doi":"10.47678/cjhe.v52i2.189747","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189747","url":null,"abstract":"Book review of \"Higher Education for Democracy: The Role of the University in Civil Society\"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49258482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Facilitators and Barriers Highlighted by On-Campus Service Providers for Students Seeking Mental Health Services 校园服务提供者为寻求心理健康服务的学生强调的促进者和障碍
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-08-02 DOI: 10.47678/cjhe.v52i2.189145
Hana MacDonald, Konrad T. Lisnyj, A. Papadopoulos
{"title":"Facilitators and Barriers Highlighted by On-Campus Service Providers for Students Seeking Mental Health Services","authors":"Hana MacDonald, Konrad T. Lisnyj, A. Papadopoulos","doi":"10.47678/cjhe.v52i2.189145","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189145","url":null,"abstract":"The prevalence of mental illness is increasing among post-secondary students. Despite more mental health services being of-fered within post-secondary institutions, uptake among students remains suboptimal. This study aimed to examine facilitators and barriers for students seeking mental health services through service providers’ perspectives. Twenty-four semi-structured interviews were conducted at a southwestern Ontario post-secondary institution and were analyzed using thematic analysis using NVivo. Facilitators revealed include strengthening communication techniques; improving equity, diversity, and inclu-sion; increasing social media promotion; and providing incentives. Barriers identified include fear of judgement, time con-straints, individual perceptions of the need for services, unawareness, and higher-level barriers such as lowered capacity of staff and physical resources. These facilitators and barriers should be used in tandem with the Theory of Planned Behaviour to help improve uptake and effectiveness of campus mental health services.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health 不平衡的学习前景:教师对大学生心理健康的看法
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-07-13 DOI: 10.47678/cjhe.v52i2.189391
Kate Parizeau
{"title":"Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health","authors":"Kate Parizeau","doi":"10.47678/cjhe.v52i2.189391","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.189391","url":null,"abstract":"This study investigates instructor perspectives on undergraduate student mental health in a mid-sized comprehensive univer-sity in southwestern Ontario. Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported differ-ent perspectives toward student mental health (some inclusive, some tolerant, and some discriminatory); changing workloads and pressures associated with addressing student mental health; and a predominant framing of mental health conditions as biomedical concerns. Using the conceptual framework of learning landscapes (Noyes, 2004), I argue that students with mental health concerns experience uneven and sometimes inequitable learning environments across their post-secondary education due to the differing microclimates created by individual instructors. While institutional policies and advocacy efforts to support mental health on campus may help to shift the learning landscape, they are unlikely to change the biases exhibited by some instructors that represent barriers to accessible post-secondary education.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
L’adaptation scolaire des étudiants LGB issus de l’immigration au Québec : quels liens avec le processus de coming out? 魁北克LGB移民学生的学术适应:与出柜过程有什么联系?
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-07-01 DOI: 10.47678/cjhe.v52i2.188951
Elsa Brais-Dussault, A. Villatte
{"title":"L’adaptation scolaire des étudiants LGB issus de l’immigration au Québec : quels liens avec le processus de coming out?","authors":"Elsa Brais-Dussault, A. Villatte","doi":"10.47678/cjhe.v52i2.188951","DOIUrl":"https://doi.org/10.47678/cjhe.v52i2.188951","url":null,"abstract":"En s’appuyant sur le concept d’intersectionnalité, cet article vise à déterminer si : 1) les jeunes LGB (lesbiennes, gais, bisexuel-les) issus de l’immigration (soit les jeunes de « double minorité ») rapportent davantage de difficultés scolaires comparativement à ceux issus d’une seule minorité (sexuelle ou ethnoculturelle) ou d’aucune minorité; et 2) le fait d’avoir dévoilé son orientation sexuelle à la majorité de son réseau est associé à une meilleure adaptation scolaire chez les jeunes LGB issus de l’immigration. L’échantillon compte 5 561 étudiants de niveau postsecondaire (18 à 30 ans), provenant d’établissements québécois et répartis en quatre groupes : les jeunes d’aucune minorité (73,1 %), de simple minorité sexuelle (8,7 %), de simple minorité ethnoculturelle (16,8 %) et de double minorité (1,4 %). Ces jeunes ont rempli un questionnaire électronique (hiver 2017) permettant d’évaluer leur adaptation scolaire sous différents angles : l’adaptation sociale, l’adaptation académique, l’attachement envers l’établissement et les buts académiques. Des analyses de classes latentes ont permisd’identifier six profils d’étudiants en matière d’adaptation scolaire. Des analyses de régression logistique binaire et multinomiale contrôlant l’effet du genre, du niveau de scolarité des parents et du niveau de précarité financière ont ensuite montré que : a) les étudiants de double minorité sont moins nombreux à rapporter une expérience scolaire globalement positive que les étudiants non minoritaires ou de simple minorité; b) le fait d’avoir dévoilé son orientation sexuelle à la majorité de sonréseau est associé à une probabilité plus élevée d’avoir une expérience scolaire globalement positive chez les jeunes LGB issus de l’immigration.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43326615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
L’accès aux ressources universitaires de la population étudiante en situation de handicap émergent à la maîtrise et au doctorat au Québec 在魁北克，残疾学生获得硕士和博士学位的机会正在出现
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-06-24 DOI: 10.47678/cjhe.vi0.189209
Mariata Sall, France Picard, Annie Pilote
{"title":"L’accès aux ressources universitaires de la population étudiante en situation de handicap émergent à la maîtrise et au doctorat au Québec","authors":"Mariata Sall, France Picard, Annie Pilote","doi":"10.47678/cjhe.vi0.189209","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189209","url":null,"abstract":"La population étudiante en situation de handicap à l’enseignement supérieur a connu une forte croissance, accentuée par l’arrivée massive des étudiantes et étudiants en situation de handicap émergent (ESHE : troubles d’apprentissage, troubles de santé mentale et troubles du développement). S’inscrivant dans une perspective sociologique, cet article traite nommémentde l’accès aux ressources universitaires ainsi que des facteurs qui agissent sur l’accès des ESHE à la maîtrise et au doctorat. Il s’appuie sur une analyse secondaire d’une enquête canadienne. Les ESHE ont moins accès à certaines ressources universitaires, comparativement à leurs pairs présentant un handicap physique (ESHP) ou sans handicap (ESaH). Trois facteurs pouvant potentiellement faciliter (facteurs de conversion positifs) ou entraver (facteurs de conversion négatifs) l’accès aux ressources ont été considérés. Ainsi, le degré de satisfaction quant à la direction de recherche, le degré de satisfaction en ce qui touche les relations avec le personnel enseignant et le degré de satisfaction quant à l’information sur ladisponibilité du soutien financier favorisent l’accès aux ressources universitaires, et ce, pour toute la population étudiante.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49496121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Reaching the Finish Line: Personality and Persistence in Postsecondary Education 到达终点线:高等教育中的个性与坚持
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-06-24 DOI: 10.47678/cjhe.vi0.189355
C. A. Wilson, H. Dave, Malvika D'Costa, S. Babcock, D. Saklofske
{"title":"Reaching the Finish Line: Personality and Persistence in Postsecondary Education","authors":"C. A. Wilson, H. Dave, Malvika D'Costa, S. Babcock, D. Saklofske","doi":"10.47678/cjhe.vi0.189355","DOIUrl":"https://doi.org/10.47678/cjhe.vi0.189355","url":null,"abstract":"Few studies have examined the contribution of individual psychological factors to long-term indicators of academic success.This study examines the influence of personality and individual difference factors in relation to retention. In this study, 290 Canadian undergraduate students completed measures of personality, resiliency, perfectionism, and trait Emotional Intelligence in the first semester of their first year, and enrolment status was collected at the end of each academic year for four years. Multinomial logistic regression analysis indicated that only high school grade point average (GPA) and being male predicted a higher likelihood of withdrawing from the program or delaying degree completion, compared to those who completed. The need for future studies with larger samples and consideration of more complex relationships between factors is highlighted.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48656250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Utilisateurs et non-utilisateurs des centres d’aide en français au postsecondaire : une étude comparative par la méthode d’appariement cas-témoin 高等教育法语帮助中心的使用者与非使用者:病例对照配对方法的比较研究
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-05-17 DOI: 10.47678/cjhe.v52i1.189121
Isabelle Cabot
{"title":"Utilisateurs et non-utilisateurs des centres d’aide en français au postsecondaire : une étude comparative par la méthode d’appariement cas-témoin","authors":"Isabelle Cabot","doi":"10.47678/cjhe.v52i1.189121","DOIUrl":"https://doi.org/10.47678/cjhe.v52i1.189121","url":null,"abstract":"Devant le manque d’information formelle contribuant à cerner l’efficacité des centres d’aide disciplinaire au postsecondaire, on se questionne sur ce qui distingue les étudiants qui en utilisent les services de ceux qui ne les sollicitent pas. Dans l’objectif d’examiner l’efficacité potentielle de ces structures d’aide à la réussite, une exploration comparative des utilisateurs et des non-utilisateurs de centres d’aide en français (CAF) a été menée dans quatre établissements d’enseignement collégial. La méthode d’appariement cas-témoin a été appliquée de façon à optimiser le contrôle de six variables confondantes, déterminées par une analyse de régression linéaire. Ainsi, les analyses comparatives ont été conduites par des tests t pour groupes appariés. Les variables comparées touchent à la motivation relative aux services des CAF, à la peur du jugement négatif et à la performance aux cours de français. Les principaux résultats indiquent que les attentes d’intérêt suscitées par les activités déterminent la tendance à solliciter ceux-ci. Chez les utilisateurs, l’utilité attribuée aux services reçus est plus faible que celle à laquelle ils s’attendaient au départ. Néanmoins, à la fin du semestre, leurs performances aux cours de français sont plus élevées que celles de leurs pairs non-utilisateurs. Ces résultats sont discutés dans l’optique du besoin de rendre plus explicite l’efficacité des centres d’aide aux yeux des étudiants, et mènent à formuler des recommandations pra-tiques en ce sens. De nouvelles études devraient explorer l’efficacité de divers centres d’aide pédagogiques (disciplinaires ou multidisciplinaires) postsecondaires au Canada afin d’en optimiser le potentiel d’impact positif sur la réussite scolaire.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41730265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Book review of "A Light in Dark Times: The New School for Social Research and Its University in Exile" 《黑暗时代的一束光:社会研究新学派及其流亡中的大学》书评
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-05-17 DOI: 10.47678/cjhe.v52i1.189545
Darcia Roache, Idowu Mary Mogaji, Richard Oliver Muschette
{"title":"Book review of \"A Light in Dark Times: The New School for Social Research and Its University in Exile\"","authors":"Darcia Roache, Idowu Mary Mogaji, Richard Oliver Muschette","doi":"10.47678/cjhe.v52i1.189545","DOIUrl":"https://doi.org/10.47678/cjhe.v52i1.189545","url":null,"abstract":"Book review of \"A Light in Dark Times: The New School for Social Research and Its University in Exile\"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46653471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Notes de lecutre de Kovach, Margaret (2021). Indigenous methodologies: Characteristics, conversations, and contexts. 玛格丽特·科瓦奇的讲义(2021)。本土方法论:特征、对话和背景。
IF 0.7
Canadian Journal of Higher Education Pub Date : 2022-05-17 DOI: 10.47678/cjhe.v52i1.189541
M. Lefebvre
{"title":"Notes de lecutre de Kovach, Margaret (2021). Indigenous methodologies: Characteristics, conversations, and contexts.","authors":"M. Lefebvre","doi":"10.47678/cjhe.v52i1.189541","DOIUrl":"https://doi.org/10.47678/cjhe.v52i1.189541","url":null,"abstract":"","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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