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Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach 数字化成长心态对提高化学学生学习动机和成绩的影响:非认知方法
IF 2.1 Q2 SOCIOLOGY Pub Date : 2024-07-23 DOI: 10.3390/soc14080133
Muhammad Naeem Sarwar, Zahida Javed, Muhammad Shahid Farooq, Muhammad Faizan Nazar, Shahbaz Hassan Wasti, Intzar Hussain Butt, Ghulam Jillani Ansari, Rabia Basri, Sumaira Kulsoom, Zaka Ullah
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.
本研究调查了数字化成长心态对化学学生学习动机和成功的影响。这种方法涉及使用技术工具,鼓励学生面对挑战,即使遇到困难也要继续努力。学生可以通过这种富有成效的方法取得阶段性成果。本研究采用了一种混合方法设计,即混合方法类别中的有序解释型。研究项目的定量方面采用了前测-后测对照组匹配设计。之所以采用这种设计,是因为研究对象是巴基斯坦拉合尔的中学生,而且研究对象包括十年级以下的学生。只有实验组参加了数字化成长思维活动。对照组则使用传统方法进行教学。定性研究包括与实验组学生进行焦点小组讨论。结果显示,与对照组相比,实验组学生在学习动机和化学成绩方面有了明显的提高,这体现在实验组学生在前测和后测的平均成绩都高于对照组。本研究结果表明,如果将数字化成长思维干预措施恰当地纳入化学课程,不仅能够提高学生的参与度和后续成绩,还能为教育工作者提供在数字化时代值得实施的教学实践方面的宝贵见解。
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引用次数: 0
Rural Development Projects in Latin America: The Need to Integrate Socio-Economic, Political, and Empowerment Lenses for Sustained Impact 拉丁美洲的农村发展项目:综合社会经济、政治和赋权视角以产生持续影响的必要性
IF 2.1 Q2 SOCIOLOGY Pub Date : 2024-07-22 DOI: 10.3390/soc14070131
Raphael Leao, Luis F. Goulao
Latin America has witnessed a significant influx of foreign aid aimed at fostering development, particularly in rural areas, over recent decades. Despite these considerable investments, persistently high levels of poverty endure, and rural communities have not consistently witnessed improvements in livelihoods. Rural development initiatives frequently achieve their inherent objectives at the output level but less frequently attain the intended outcomes and are seldom successful in establishing the prerequisites for enduring impact over the long term. The existing literature on this topic is extensive but often fragmented, with some scholars examining the context through socio-economic and political lenses, others scrutinizing the intrinsic characteristics of projects, and still others emphasizing levels of empowerment and local participation. This paper synthesizes and critically evaluates key aspects that influence the sustained impact of rural development projects across these three analytical streams. Through an integrative compilation of insights from these disparate perspectives, this work lays the foundation for a comprehensive analysis, shedding light on crucial considerations that may have previously “fallen into the cracks” through an examination of the segmented discourse.
近几十年来,大量外国援助涌入拉丁美洲,旨在促进发展,特别是农村地区的发展。尽管投入了大量资金,但贫困程度依然居高不下,农村社区的生计也没有持续改善。农村发展倡议经常在产出层面上实现其固有目标,但较少实现预期成果,也很少成功建立长期持久影响的先决条件。关于这一主题的现有文献很多,但往往支离破碎,一些学者从社会经济和政治角度研究背景,另一些学者仔细研究项目的内在特点,还有一些学者强调赋权和地方参与的程度。本文综合并批判性地评估了影响农村发展项目持续影响的三个主要方面。通过对这些不同视角的见解进行综合汇编,本文为进行全面分析奠定了基础,并阐明了一些重要的考虑因素,而这些因素以前可能通过对分段论述的审查而 "被忽略"。
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引用次数: 0
Coming Out as Undocumented: Identity Celebrations and Political Change 以无证身份出柜:身份庆典与政治变革
IF 2.1 Q2 SOCIOLOGY Pub Date : 2024-07-20 DOI: 10.3390/soc14070130
Raffaela Puggioni
By focusing on the notion of ‘coming out as undocumented’, this concept paper critically explores whether identity politics has the potential to transform dominant ‘illegalisation’ processes. It argues that although the coming out strategy has helped make marginalised communities more visible and audible, it does not necessarily help disrupt dominant stigmas. Drawing upon insights from Disability Studies and Fat and Queer Politics, it suggests that the celebration of stigmatised identities through coming out events does not necessarily disrupt and transform unequal systems. What is needed is a radical shift in focus: from identity celebration to political projects, from an ‘unliveable’ present to an inclusive tomorrow.
通过关注 "以无证身份出柜 "这一概念,本概念文件批判性地探讨了身份政治是否有可能改变占主导地位的 "非法化 "进程。论文认为,尽管 "出柜 "策略有助于提高边缘化群体的可见度和可听性,但并不一定有助于打破主流污名。文章借鉴了残疾研究和肥胖与同性恋政治学的观点,认为通过出柜活动来庆祝被污名化的身份并不一定能打破和改变不平等的制度。我们需要的是彻底转变关注点:从庆祝身份转变为政治项目,从 "无法生存 "的现在转变为包容的明天。
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引用次数: 0
A Holistic Approach to Define Important Digital Skills for the Digital Society 用整体方法定义数字社会的重要数字技能
IF 1.7 Q2 SOCIOLOGY Pub Date : 2024-07-19 DOI: 10.3390/soc14070127
Ioannis Zervas, Emmanouil Stiakakis, Ioannis Athanasiadis, Georgios Tsekouropoulos
Nowadays, transactions carried out with digital currencies are increasing. Modern societies are asked to respond to growing challenges related to the management of digital currencies in their daily lives. However, due to the lack of digital skills of users, the management of digital currencies hides risks. To the best of our knowledge, the originality of the current research lies in the act of combining the concept of digital skills with the use of digital currencies. After all, the use of digital currencies is constantly increasing, which means that citizens should familiarize themselves with their use, an element that makes this study valuable for digital societies. Digital skills effectively contribute to the development of digital societies because they increase the employment of citizens, facilitate access to information, and contribute to the social inclusion of individuals through digital communication, while also increasing efficiency and productivity in the workplace. Also, the government and banking institutions can more effectively sensitize citizens to digital skills for more effective use of digital currencies. In this way, tax payments will be facilitated, the use of e-wallets will be safer, and e-governance will be greatly promoted, while the quality of banking services will be improved. The methodology of this study was based on the Digital Competence Framework for Modern Societies (DigComp) and was applied through a questionnaire completed by 443 respondents. The main objective was to evaluate their digital skills from the perspective of digital currency use. The analysis of the responses was carried out by using Structural Equation Modeling (SEM). The most important result from this research reveals that users of digital currencies are significantly capable of developing communication to solve everyday problems. At the same time, users of digital currencies mostly detect digital threats and effectively manage fake news without being affected by them. However, users of digital currencies consider that security issues are important, but only for transactions and not for their supporting functions. The study concludes with suggestions for improving the experience of digital currency users through individual actions, thus having a positive impact on the state and banking institutions.
如今,使用数字货币进行的交易越来越多。现代社会需要应对日常生活中与数字货币管理有关的日益严峻的挑战。然而,由于用户缺乏数字技能,数字货币的管理隐藏着风险。据我们所知,当前研究的独创性在于将数字技能的概念与数字货币的使用相结合。毕竟,数字货币的使用在不断增加,这意味着公民应该熟悉数字货币的使用,这也是本研究对数字社会的价值所在。数字技能能有效促进数字社会的发展,因为它能增加公民的就业率,方便获取信息,并通过数字通信促进个人融入社会,同时还能提高工作场所的效率和生产力。同时,政府和银行机构可以更有效地向公民宣传数字技能,以便更有效地使用数字货币。这样,纳税将更加便利,电子钱包的使用将更加安全,电子政务将得到极大的促进,同时银行服务的质量也将得到提高。本研究的方法以现代社会数字能力框架(DigComp)为基础,通过 443 名受访者填写的问卷进行。主要目的是从数字货币使用的角度评估受访者的数字技能。问卷分析采用了结构方程模型(SEM)。这项研究最重要的结果表明,数字货币用户有很强的沟通能力来解决日常问题。同时,数字货币用户大多能发现数字威胁,并有效管理假新闻,而不会受其影响。不过,数字货币用户认为安全问题很重要,但只是对交易而言,而不是对其辅助功能而言。研究最后提出了通过个人行动改善数字货币用户体验的建议,从而对国家和银行机构产生积极影响。
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引用次数: 0
Plagiarism in the Academic Environment 学术环境中的剽窃行为
IF 1.7 Q2 SOCIOLOGY Pub Date : 2024-07-19 DOI: 10.3390/soc14070128
Ľ. Rumanovská, J. Lazíková, Ivan Takáč, Zuzana Stoličná
Plagiarism is a serious problem in the academic environment that affects academic honesty. However, there is usually a lack of knowledge regarding what kinds of practices can be regarded as plagiarism, as it is defined according to various ethical rules that differ from country to country. There is no commonly accepted definition encompassing all currently recognized forms of plagiarism. Therefore, some authors consider pedagogy to be the best measure against plagiarism. To research the impact of educating students on how to correctly quote sources on rates of plagiarism and the impact of specific factors causing plagiarism, we analyzed the measures of association among nominal variables from a dataset based on a survey of bachelor’s and master’s degree students in Slovak universities. According to our results from the Slovak universities, we can confirm that education has a positive impact on the elimination of plagiarism; however, teaching itself is not a sufficient measure to fight plagiarism. Other measures, e.g., checking seminar papers for plagiarism or making regular changes in topics for assignments, must accompany the educational measures that make an effort to eliminate plagiarism. The prevention of certain types of misconduct involves a long process; the teachers must implement educational measures and then uncompromisingly demand that students respect those measures.
剽窃是学术环境中的一个严重问题,影响学术诚信。然而,人们通常对哪些行为可被视为抄袭缺乏了解,因为各国对抄袭的定义依据不同的道德规则。目前还没有一个公认的定义,可以涵盖目前公认的所有剽窃形式。因此,一些学者认为教学法是防止抄袭的最佳措施。为了研究教育学生如何正确引用资料来源对抄袭率的影响,以及导致抄袭的具体因素的影响,我们分析了基于斯洛伐克大学学士学位和硕士学位学生调查数据集的名义变量之间的关联度。根据我们从斯洛伐克各大学得出的结果,我们可以确认教育对杜绝抄袭行为有积极影响;但是,教学本身并不是打击抄袭行为的充分措施。在采取教育措施努力消除抄袭行为的同时,还必须采取其他措施,例如检查研讨会论文是否抄袭,或定期更改作业题目。防止某些类型的不当行为需要一个长期的过程;教师必须实施教育措施,然后毫不妥协地要求学生遵守这些措施。
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引用次数: 0
The Role of Higher Education in Youth Justice: A ‘Child-First’ Approach to Diversion 高等教育在青年司法中的作用:儿童优先 "的分流方法
IF 1.7 Q2 SOCIOLOGY Pub Date : 2024-07-19 DOI: 10.3390/soc14070129
Andrew Brierley, Alison Bruell, Danielle McDermott
This article examines the perspectives of justice-involved children regarding the obstacles to accessing higher education (HE). It outlines the regulatory approach of the Office for Students (OfS) aimed at ensuring the sector aids disadvantaged children in ‘raising attainment’ through outreach activities to enhance the equality of opportunity. The analysis incorporates both desistance theory and ecological systems theory to understand children’s viewpoints on how being outside mainstream education affects their transition from specialised programs to further learning beyond secondary school. This approach is anchored in the ‘Child-First’ principle, a core aspect of the Youth Justice Board’s strategic plan for 2021–2024, emphasising the importance of children’s voices in efforts to divert them from the youth justice system, thereby reducing victimisation and fostering safer communities. The findings indicate that justice-involved children not in mainstream education who have supportive micro- and mesosystems are more likely to develop an identity aligned with continuing education post secondary school, through positive encouragement and relational environments that promote educational pathways. Thus, higher education can contribute to raising attainment for justice-involved children not in mainstream education by focusing on the broader ecological system surrounding the child, which can encourage a pro-social and pro-educational identity.
本文探讨了涉世未深的儿童对接受高等教育(HE)障碍的看法。文章概述了学生办公室(Office for Students,OfS)的监管方法,旨在确保教育部门通过外联活动帮助弱势儿童 "提高成绩",从而加强机会平等。分析结合了 "逃避理论 "和 "生态系统理论",以了解儿童的观点,即脱离主流教育如何影响他们从专门课程过渡到中学后的进一步学习。这种方法以 "儿童优先 "原则为基础,该原则是青年司法委员会 2021-2024 年战略计划的核心内容,强调儿童的声音在努力将他们从青年司法系统中分流出来的过程中的重要性,从而减少受害现象,促进社区安全。研究结果表明,通过积极的鼓励和促进教育途径的关系环境,未接受主流教育的涉法儿童如果拥有支持性的微观和中观生态系统,则更有可能形成与中学后继续教育相一致的身份认同。因此,高等教育可以通过关注儿童周围更广泛的生态系统,鼓励形成亲社会和亲教育的身份认同,从而有助于提高非主流教育中涉及正义的儿童的学业成绩。
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引用次数: 0
Mapping Driving Factors of UK Serious Youth Violence across Policy and the Community: A Multi-Level Discoursal Analysis 绘制英国严重青少年暴力的政策和社区驱动因素图:多层次论述分析
IF 1.7 Q2 SOCIOLOGY Pub Date : 2024-07-18 DOI: 10.3390/soc14070125
Luke William John Watkins, Alinka Gearon
The discussion of factors driving young people’s involvement in serious violence continues to be well documented across policy, news media, and academic research. The government response to riots taking place across the UK in 2011 set a precedent for an increasingly punitive discourse surrounding young people’s involvement in criminal lifestyles, as well as the Criminal Justice System’s response to the overall issue. In order to develop a greater understanding of the complex breadth of driving factors behind serious youth violence and their discoursal representation, this article presents findings of a multifaceted investigation through the interpretivist paradigm, merging macro-level policy with micro-level community insights. The article commences with an argumentative discourse analysis of a selection of Government and Youth Violence Commission policy documents before drawing on three semi-structured interviews with community-level practitioners in England working within policing and youth work organisations. The findings reveal a complex interplay of socio-environmental factors, poverty, domestic trauma, cultural dimensions, and street-based exploitation positioned alongside constructs of social exclusion and masculinity. The study uncovers a broad issue of systemic marginalisation and reduction in community resources, exacerbating conditions of social exclusion that create a greater propensity for involvement in serious youth violence. The findings support calls for the framing of serious youth violence as an issue of ‘public health’, encouraging deeper investigation into underlying socio-economic, cultural, and political conditions.
在政策、新闻媒体和学术研究中,关于促使年轻人参与严重暴力活动的因素的讨论仍有据可查。政府对 2011 年发生在英国各地的骚乱的回应开创了一个先例,即围绕青少年参与犯罪生活方式的讨论以及刑事司法系统对整个问题的回应越来越具有惩罚性。为了更好地理解严重青少年暴力背后复杂而广泛的驱动因素及其话语表述,本文通过解释主义范式,将宏观层面的政策与微观层面的社区见解相结合,介绍了多方面的调查结果。文章首先对政府和青年暴力委员会的部分政策文件进行了论证性话语分析,然后对英格兰警务和青年工作组织中的社区从业人员进行了三次半结构式访谈。研究结果揭示了社会环境因素、贫困、家庭创伤、文化因素和街头剥削与社会排斥和男子气概的复杂相互作用。研究揭示了系统性边缘化和社区资源减少的广泛问题,这加剧了社会排斥的状况,使青少年更倾向于参与严重的青少年暴力活动。研究结果支持将严重青少年暴力作为 "公共卫生 "问题的呼吁,鼓励对潜在的社会经济、文化和政治条件进行更深入的调查。
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引用次数: 0
Negotiating Visibility: Mediating Presence through Zoom Camera Choices in Post-Secondary Students during COVID-19 协商可见性:在 COVID-19 期间,通过变焦摄像机的选择对大专学生的存在进行调解
IF 1.7 Q2 SOCIOLOGY Pub Date : 2024-07-18 DOI: 10.3390/soc14070126
Gerrald C. Cupchik, Clara B. Rebello, Renad Albar, Jessica L Cocunato, Eva Cupchik, Angelie Ignacio, Emily Faubert
Students at a large and socially diverse urban university completed an anonymous survey examining online learning experiences during the COVID-19 pandemic with an emphasis on decisions to keep their cameras on or off during synchronous class. The 505 student respondents used 7-point scales to assess their school performance and everyday life experiences during the pandemic, general classroom values, pre-pandemic and current pandemic experiences, technological proficiencies related to Zoom, and camera on/off attitudes, as well as the online behavior of professors, and the role of social media in their everyday lives. The findings underscored two motivations underlying school engagement. Students could be motivated by a need for belonging involving authentic self-presentation while experiencing the emotional presence of others, and/or be instrumentally motivated by a need to perform well and advance their careers. The importance of professors creating a safe online space to foster a sense of belonging was highlighted. Finally, the findings show that feelings about having one’s camera on or off during online classes are related to everyday social media experiences. The social-emotional and pragmatic aspects of university education are complementary facets of a university experience.
一所规模较大、社会多元化的城市大学的学生完成了一项匿名调查,调查内容是在 COVID-19 大流行期间的在线学习经历,重点是在同步课堂上打开或关闭摄像头的决定。505 名受访学生使用 7 点量表评估了他们在大流行期间的在校表现和日常生活经历、一般课堂价值观、大流行前和当前的经历、与 Zoom 相关的技术能力、相机开/关态度、教授的在线行为以及社交媒体在其日常生活中的作用。研究结果强调了学生参与学校活动的两种动机。学生可能是出于归属感的需要,在体验他人情感存在的同时展现真实的自我;或者是出于表现出色和促进职业发展的工具性动机。研究强调了教授创建安全的网络空间以培养归属感的重要性。最后,研究结果表明,在网络课程中打开或关闭摄像头的感受与日常社交媒体体验有关。大学教育的社会情感和实用性是大学体验的互补方面。
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引用次数: 0
Evaluation of the Arthur Project: Evidence-Based Mentoring in a Social Work Framework with a Social Justice Approach 亚瑟项目评估:社会工作框架下的循证指导与社会正义方法
IF 2.1 Q2 SOCIOLOGY Pub Date : 2024-07-17 DOI: 10.3390/soc14070123
Karen Miner-Romanoff, Jessica Greenawalt
Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.
来自代表性不足社区的低收入学生经历着严重的教育不平等,包括长期旷课、心理健康危机、精神创伤和社会不公。这些情况增加了辍学和卷入司法系统的风险。初中生必须适应激烈的社会和情感变化。为了应对这些挑战,"亚瑟计划"(TAP)提供了密集的校内治疗辅导和家庭支持。该计划教授学生基本的生活技能,如解决问题、沟通和学业参与。学生们能够增强他们的适应能力、毅力、自我实现能力和自信心。在三年的时间里,TAP 每年提供多达 500 小时的治疗辅导,由社会工作实习生以个人或小组的形式提供。研究问题如下由社工实习生提供的结构化、密集的校内治疗辅导是否能提高社会情感、认知、非认知和学业技能,以及服务不足的中学生的参与度?这项针对 2022-2023 学年的评估以 200 名学生和 30 名导师的项目为基础,通过对被辅导者、导师、教师和照顾者的定量调查以及定性访谈数据进行。本文介绍了该计划和评估方法,以及结果和结论。学生在所有领域都有明显进步;辅导员报告说,学生在自信心、毅力、解决问题和沟通方面都有提高;教师和保育员报告说,学生的学业参与度有所提高。亚瑟计划 "可以成为全国中学辅导模式,以解决普遍存在的学生不平等问题。
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引用次数: 0
Silenced Voices in Portuguese Public TV News: An Intersectional Analysis of the Representation of Women with Disabilities in RTP’s Telejornal 葡萄牙公共电视新闻中沉默的声音:对葡萄牙公共电视台《Telejornal》节目中残疾妇女代表的交叉分析
IF 2.1 Q2 SOCIOLOGY Pub Date : 2024-07-17 DOI: 10.3390/soc14070124
Carla Cruz, Maria João Cunha, Célia Belim
(1) Background: Studies on women with disabilities (WwD) are rare and tend to reveal certain representation patterns. This study aims to understand how and to what extent WwD and chronic diseases are deemed newsworthy in the Portuguese public news TV station RTP1 primetime news program. Feminist disability, standpoint, agenda-setting, and framing theories are used alongside the concept of intersectionality. (2) Methods: A mixed-method approach is adopted, combining quantitative content analysis of all broadcasted news in January 2020 (n = 704), and qualitative discourse analysis of news items on PwD (n = 5). (3) Results: The results reveal that disability is a reduced issue in Telejornal’s agenda. PwD, in general, are often portrayed in secondary roles and without a voice. The protagonists of news stories about disability or persons with disabilities are predominantly women without disabilities, occupying traditional roles as caregivers (mothers, nurses), while men are more often portrayed as public agents. Discourse analysis deepens understanding by uncovering the prevalence of negative news values and a problem-centred framing, often associated with negativity, rather than presenting solutions. (4) Conclusions: Consequently, WwD were found to be deprived of news representation with a more positive or ‘normal’ focus and an intersectional approach reveals a lack of inclusion, with the few existing news tending to focus on exclusion issues, portraying only white Portuguese women. This study underscores the urgent need for a more equitable approach in media representation, recognising the diversity and positive contributions of WwD to promote an inclusive narrative.
(1) 背景:有关残疾妇女(WwD)的研究很少见,而且往往只揭示了某些代表性模式。本研究旨在了解葡萄牙公共新闻电视台 RTP1 黄金时段新闻节目如何以及在多大程度上认为残疾妇女和慢性疾病具有新闻价值。除了交叉性概念外,还使用了女性残疾、立场、议程设置和框架理论。(2) 方法:采用混合方法,对 2020 年 1 月播出的所有新闻(n = 704)进行定量内容分析,对有关残疾人的新闻(n = 5)进行定性话语分析。(3) 结果:结果显示,在 Telejornal 的议程中,残疾问题的比重有所下降。一般来说,残疾人往往被描绘成次要角色,没有发言权。有关残疾或残疾人的新闻报道的主角主要是非残疾妇女,她们扮演着照顾者(母亲、护士)的传统角色,而男性则更多地被描绘成公共代理人。话语分析通过揭示普遍存在的负面新闻价值观和以问题为中心的框架来加深理解,这种框架往往与负面情绪有关,而不是提出解决方案。(4) 结论:因此,研究发现,妇女和残疾人被剥夺了以更积极或 "正常 "为重点的新闻报道,交叉方法揭示了缺乏包容性的问题,现有的少数新闻倾向于关注排斥问题,只描绘葡萄牙白人妇女。这项研究强调,迫切需要在媒体报道中采用更加公平的方法,承认妇女参与发展的多样性和积极贡献,以促进包容性叙事。
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