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1

TRUANCY AS A SOCIAL PRACTICE OF POZNAN ELITE AND NON-ELITE SECONDARY SCHOOL PUPILS (Wagarowanie jako praktyka spoleczna mlodziezy elitarnych i nieelitarnych liceów poznanskich)

100%

Cylkowska–Nowak M.

Rocznik Lubuski

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2008

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vol. 34

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issue 1

109-131

EN

Truancy is a phenomenon concomitant with school since its early dawn. Children and youth oppose teachers, parents and state authorities by undertaking that form of resistance. Unexplained absence is often accompanied by the infraction of the compulsory education legal rule. Most researches concerning the phenomenon of truancy show its 'dark side'. This consolidates quite a typical perception of the consequences of truancy: it leads to difficulties in learning, revealing aggressive behaviour, petty larcenies, robberies, as well as contracting bad habits and addictions. The image of pupils playing truant constructed on the basis of the mentioned information is negative. Is it the right image? What do present-day secondary school pupils think of truancy? What are their activities during unexplained absence from school? What do they gain and lose through truancy? And the main question of the research - what is different in practising truancy by the Poznan elite and non-elite secondary school pupils? The research is an attempt at answering the above questions. A meta-analysis of chosen western authors' researches on truancy and an interview with the Poznan secondary school pupils exhibiting permanent truancy are used.

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SENSE OF LIFE CHANCES AND ITS CONNECTIONS WITH MOTIVATION - AN EXAMPLE OF STUDENTS OF A PRIVATE UNIVERSITY (Poczucie szans zyciowych i jego zwiazki z motywacja na przykladzie studentów szkoly wyzszej niepublicznej)

72%

Chyla M.

Rocznik Lubuski

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2008

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vol. 34

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issue 1

153-168

EN

This article describes the mechanics that can influence social (especially professional) mobility of graduates of private universities and the school's position. It is about the connection of students' sense of social chances with their motivation to act. Contemporary theories of motivation recognize the human being as an active person, not a passive object of influences. An individual is capable of self-control, an active search for information about the surrounding world and autonomous decision-making. These theories also emphasize the essential value of subjective meaning of acting for an individual. We can presume that the sense of social chances will be influencing motivation to act in a sense that it will increase when this sense is high/good and decrease when this sense is low/bad. This article is based on research conducted in May 2006 and 2007 among students of private universities.

3

SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

58%

Kluczynska U.

Rocznik Lubuski

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2008

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vol. 34

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issue 1

133-151

EN

Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.

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3 Rocznik Lubuski

3 2008

1 Chyla M.

1 Cylkowska–Nowak M.

1 Kluczynska U.

TRUANCY AS A SOCIAL PRACTICE OF POZNAN ELITE AND NON-ELITE SECONDARY SCHOOL PUPILS (Wagarowanie jako praktyka spoleczna mlodziezy elitarnych i nieelitarnych liceów poznanskich)

SENSE OF LIFE CHANCES AND ITS CONNECTIONS WITH MOTIVATION - AN EXAMPLE OF STUDENTS OF A PRIVATE UNIVERSITY (Poczucie szans zyciowych i jego zwiazki z motywacja na przykladzie studentów szkoly wyzszej niepublicznej)

SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)