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Articles 31 - 33 of 33
Full-Text Articles in Education
Which Students Trade The Most? – Five Years Of Evidence From Simulations In An Introductory Investments Course, Steven Welch
Which Students Trade The Most? – Five Years Of Evidence From Simulations In An Introductory Investments Course, Steven Welch
Accounting and Finance Faculty Publications
In investment literature, overconfidence among male investors has been shown bytheir relatively high trading frequency in spite of the evidence that more trading reduces returns by way of transactions costs. In this study, given the assumption that modern, college-educated students taking an investments class should be better educated than the average investor, we posit that female and male students should not have a significant difference between them in (over)confidence, and therefore, trading frequency. We also introduce a new concept of whether domestic or international students trade more frequently, and posit some possible explanations for the results.
Gender, Spirituality, And Community Engagement: Complexities For Students At Catholic Women’S Colleges, Kathryn A. E. Enke, Kelly T. Winters
Gender, Spirituality, And Community Engagement: Complexities For Students At Catholic Women’S Colleges, Kathryn A. E. Enke, Kelly T. Winters
Administration Publications
In this research, we explored the ways that junior and senior students at two Catholic women’s colleges in the Midwestern United States understand community engagement, and we examined how they came to know and understand their gender and spiritual identities in relation to their engagement activities. Participants seemed to draw on both an ethic of care and an ethic of justice (Gilligan, 1982) when framing their motivations for doing community engagement work. The findings enhance what is "known" about how students experience and make meaning from structured programs that encourage community engagement.
Discourses Of Whiteness: White Students At Catholic Women’S Colleges (Dis)Engaging Race, Rebecca Ropers-Huilman, Kelly T. Winters, Kathryn A. E. Enke
Discourses Of Whiteness: White Students At Catholic Women’S Colleges (Dis)Engaging Race, Rebecca Ropers-Huilman, Kelly T. Winters, Kathryn A. E. Enke
Administration Publications
To better understand how White college women understand and are influenced by whiteness, we discursively analyzed data from interviews and focus groups with 25 White seniors at two Catholic women’s colleges. Findings suggest that participants understood whiteness through discourses of insignificance, nominal difference, responsibility, and transformation and that these understandings affected students’ college experiences and envisioned futures.