Central in this study is the degree to which the pedagogical-didactical approach in undergraduate programmes aligns with the pedagogical-didactical approach in secondary schools, and how this is related to first-year achievement. Approaches to teaching at secondary schools and in first-year university programmes were examined by interviewing…

Although scholarship demonstrates the value and need for teaching grounded in equity, diversity and social justice, little research has explored the relationship between transformative professional development and transformative teaching. This survey research study conducted in 25 US diverse elementary schools investigated statistical…

The authors investigated the extent to which classroom pedagogical practices and disciplinary course focus contributed to understandings of social justice outcomes among 406 undergraduate students enrolled in five college courses. They found that gender, enrollment in Intergroup Dialogue, service-learning, Introduction to Sociology courses, and…

Bourdieu (1973) theorized that differences in social background correspond to differences in possession of cultural resources (cultural capital), as well as the orientation to those resources (habitus). Additionally, Bourdieu argued that struggles for power occur in different settings (fields). This essay reviews Bourdieu's main ideas and…