Anti-Semitism on Campus
The authors present results of a study that investigates and compares Jewish and non-Jewish students’ perceptions of the anti-Semitic atmosphere at the University of Massachusetts at Amherst.
The Impact of a University Policy on the Sexual Harassment of Female Students
Research on the sexual harassment of college and university students has been accumulating for over a decade. Surveys exploring the reported incidence of sexual harassment of students have been conducted at nearly twenty institutions of higher learning. While the majority of college and university surveys are similar in that they have been conducted by mail, comparison of results is difficult because of variations in sampling strategies, operational definitions of sexual harassment, and populations sampled [10]. Despite the incomparability of survey results, Dzeich and Weiner maintain that "again and again 20-30 percent of women students report they have been sexually harassed by male faculty during their college years" [7, p. 15]. Although the literature lacks solid statistics describing the national prevalence of sexual harassment on college and university campuses, the results of individual institutional studies affirm that sexual harassment is a problem for significant proportions of female students. Several studies found between one-quarter and one-third of women students affected by sexually harassing behaviors. Benson and Thompson's 1978 Berkeley study found that 29.7 percent of female seniors had experienced at least
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.