(EDU2b) Sociology of Education in Higher Education Institutions II

This session features papers that draw on empirical, theoretical, or methodological issues in the realm of Higher Education. Cross-listed with the Canadian Association of Sociology of Education (CASE). Tags: Education

Organizers: Cathlene Hillier, Crandall University, Maria Brisbane, University of Waterloo; Chair: Jennifer Weerasinghe, York University

Presentations

Jennifer Weerasinghe, York University

Conceptualizing Students' Identities in College Admissions Essays

This paper explores the identification of students identities in Californias college admissions essays, exploring their narratives in the absence of affirmative action policies. This paper investigates how applicants convey identity narratives, drawing from a pool of 165,000 individuals who submitted essays in Fall 2017. Incorporating social identity, intersectionality, performativity, and narrative identity theories, it dissects linguistic strategies. This paper suggests the need for more computational studies on identity in college admissions. Beyond theoretical contributions, it aims to guide diversity, equity, and inclusion strategies in education, providing insights for admissions and offering broader social perspectives on identity in evolving educational landscapes.

Carla DiGiorgio, University of Prince Edward Island

Inclusive education in the global economy

Inclusion is now part of global approaches to cooperation, protection, and care for countries that have been colonized in the past and are building capacity in their educational approaches (Graham et al., 2023). The session aims to focus on inclusive education as it relates to disabilities. This session provides an overview of the issues and approaches that have been taken in various parts of the world and aims to provide an understanding of how inclusion is interpreted differently depending on the culture, history, and current political, economic, and social educational approaches of the day.

Brendan Lu, University of British Columbia

Friendship Networks and Academic Achievement among Post-Secondary Undergraduate Students

Friendships and academics are priorities for students. This thesis will investigate the relationship between friendships and academic achievement. Existing studies on friendships vary in measurements (such as social fit, networks, and support). Academic achievement is primarily measured by grades. In this study, friendships will be measured through quality and loneliness scales. Academic achievement measurements will include letter grades, and career skills (including communication and work ethic). Existing findings indicate that friendships and support reduce loneliness; and that friendships consequently enhance academic achievement, whereas loneliness reduces it. This study will examine these trends among undergraduates at the University of British Columbia.

Preeti Dagar, University of Glasgow

Decolonising Higher Education: Deconstructing a higher education course through voices from the Global South

In this paper, we deconstruct a master’s programme taught in an elite Russell group university from a decolonial lens and examine the programme through the hegemonic and subaltern approaches to analyse the curriculum, pedagogical approaches, and experiences of the course participants. The programme is an Erasmus Mundus programme, taught in four European countries over two years. Building on empirical research that included semi-structured interviews with nineteen participants from seventeen countries in the Global South, the paper argues that the decolonising efforts of universities should be rooted in the reflection and experiences of those directly affected by them.

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Non-presenting author: Bonnie Slade, University of Glasgow

Adam Vanzella Yang, The Conference Board of Canada

Educator experiences with generative artificial intelligence: Differences by gender, age, and field of study

Generative artificial intelligence (GAI) has become a prominent force in post-secondary education (PSE). However, there is limited understanding of how educators perceive and experience GAI in their teaching practice. Using nationally representative data, we found that most educators have never or rarely used GAI, and that their stance on student use of GAI is unclear. Educators demonstrated moderate levels of familiarity, proficiency, and optimism regarding GAI in post-secondary education. Some differences by gender, age, and field of study were observed. When crafting GAI use policies, post-secondary leaders should acknowledge that various social factors could influence engagement with these new tools.