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1.
Contradictory values in the Swedish doctoral education system are analysed through an interview and survey study of different academic disciplines: female-dominated, mixed and male-dominated. The focus is directed towards how the selected disciplines conduct application and selection processes in doctoral education and special attention is given to values regarding doctoral ideals, what a successful thesis should be like, how gender balance or imbalance is explained, and how activities aiming at gender equality are carried out. In the findings of this study, some specific patterns that show gendered discipline cultures in relation to doctoral education are apparent. The analysis shows an unclear or ambivalent view on gender and gender equality work in doctoral educations. In many of the issues investigated, essentialist views on gender emerge and a focus on gender differences is evident. The implicit assumption is that men and women are different and contribute to the discipline in disparate ways. The effectiveness of gender-specific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.  相似文献   

2.
This article challenges implicit understandings of scientific inquiry and gender within contemporary responses to the underrepresentation of women in science, technology, engineering, and mathematics (STEM). Failing to recognize the gendered history of science, and thus STEM disciplines, we argue that much research and curricular interventions are overly invested in simply providing women institutional access to or creating feminized environments within STEM. Such shortsighted analyses lead to processes we term gender washing and painting pink, both of which diminish the possibilities for meaningful engagement with gendered ontologies within scientific inquiry. Working from important and diverse strands of feminist theory, we suggest that serious considerations of women and STEM must include a framework that critically engages the entanglement of gender and science. We conclude that a focused and intentional analysis of gender and scientific inquiry, that opposes constructions of STEM as fixed entities to simply be imparted or made accessible to women, has important implications for understanding science as a (post) human endeavor.  相似文献   

3.
Women, on average, outnumber men and are more successful in higher education. A literature overview showed that these differences may be explained by gender differences in learner characteristics, by external factors and by institutional factors. This study aims to explain gender differences in higher education in more detail by focusing on one of the recent research findings in this area: the role of the numerical representation of men and women in course programs. What are gender differences in study success in male and female-dominated course programs, and what are gender differences in reasons for leaving these programs? The research questions were answered by analyzing Dutch census data and conducting a survey on students that have left college. Results showed that gender differences in retention scores and reasons for leaving were indeed related to the numerical representation of women and men in course programs. Leaving female-dominated programs seemed to be a different matter from leaving male-dominated programs.  相似文献   

4.
This experimental study investigates the effects of gender of the evaluator, gender of the applicant, and gender of the reference source at the screening stage of the selection process. Specifically, male and female principals were asked to evaluate re´sume´s and reference letters of hypothetical male and female applicants for the focal position of assistant principal. In the context of selection of an assistant principal, the authors hypothesized that male principals would prefer male applicants and female principals would prefer female applicants. This hypothesis was based on the sex similarity-attraction paradigm. The sex similarity-attraction paradigm suggests that same-sex applicants will be regarded as more similar than opposite-sex applicants (Gallois, Callan & Palmer, 1992) and that applicants who are perceived as similar will be evaluated favorably (Cardy & Dobbins, 1986). Finally, although the authors anticipated that sex similarity-attraction would support an interaction effect between gender of applicant and gender of rater, as strengthened by gender of the reference letter source, the findings did not support this interaction. In fact, the main effect for gender of applicant indicates that hypothetical female administrator candidates are evaluated significantly higher than hypothetical male administrator candidates. This is contrary to about half of past selection research that suggested female applicants are given lower evaluations than male applicants. Thus, these results may be an indication that the evaluations of female applicants for administrative positions are improving to the extent that female applicants were more likely to be offered employment interviews than male applicants.  相似文献   

5.
Applications submitted to the Australian Research Council Large Grants Scheme in five discipline groups were examined with a view to determining the extent of influence of biographical and academic track record variables on ratings by independent assessors (peers) and on final outcomes as determined by the Council's discipline review panels. Variables considered included age, gender, type and status of position, institutional base, previous grants history and publication records of the applicants. Age and gender of the applicants did not have a significant impact on outcomes. Those in research only positions were rated more highly, and those in more prestigious institutions were more likely to win support, but these factors were partly accounted for by the more impressive publication records of these groups. The academic status of the applicant was, however, found to make a significant contribution to an explanation of the variance in independent assessor's ratings of the strength of the researcher, along with but additionally to that contributed by publication components of their track record. Assessor's ratings of the strength of the proposal were, as would be expected, the major influence on the final decisions made by review panels, although academic status of the applicant did, again, make a small but significant additional contribution to an explanation of variance in outcome. These results lend some support to the idea that the Matthew effect, or theory of accumulative advantage, has some impact on peer and panel review of applications within the highly competitive arena of Australian Research Council large grants.  相似文献   

6.
This study seeks to develop a better understanding of the underrepresentation of women in science and engineering by analyzing the gender gaps (a) in the interest in pursuing a science degree and (b) on science achievement. We use national-level college admissions data to examine gender differences and to explore the association between these outcomes and the attendance to single-sex or co-educational schools. The Chilean college admissions system provides a unique context to study these gender differences, since applicants who wish to pursue an undergraduate degree in science or engineering are required to take a high-stakes standardized science achievement test as part of the admission battery. This test has three subjects: biology, physics, and chemistry, and applicants must choose to be tested in only one of them. Significant gender differences exist for the examinees in their choice of subject and achievement on (the tests). Gender gaps favoring males are observed in the three forms. Both interest and achievement in science are associated with the sex composition of the school attended.  相似文献   

7.
ABSTRACT

Research grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities.  相似文献   

8.
Abstract

Higher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills.  相似文献   

9.
Entry of men and women to an academic career was studied through a survey of 230 men and women who in 1991 held a full-time appointment at lecturer level or above in Arts and Science disciplines in an Australian university. The women more often than the men had learned about the position they obtained from a source inside the department in which the job was being filled, had been encouraged by senior members of the department to apply, and had gained a position that was filled without advertisement. However, these differences arose because more of the women than the men had been a tutor in the department where they gained a lectureship. There were no differences in terms of how men and women had been recruited when allowance was made for this factor and whether a person had been residing within Australia immediately prior to appointment. The results are discussed with reference to why men have in the past and now do substantially outnumber women among academics in Australian universities. Although the survey suggests men and women who gained positions were recruited on similar bases, successful applicants need to be compared with unsuccessful applicants to obtain comprehensive understanding whether selection practices have disadvantaged women.The survey reported in this article was undertaken while Ray Over held an appointment as Visiting Professor in the Faculty of Education at Griffith University.  相似文献   

10.
Studies on the emergence of scientific fields and disciplines produce a number of factors influencing these processes. The present study investigates whether these factors are also relevant in the teaching domain: the emergence of new study programs and specializations within programs. The classification of internal and external factors is applied to such processes of programmatic differentiation. Drawing on social exchange and resource dependency theory, the effects of the governmental funding mechanism of educational provisions (an external factor) and the level of paradigmatic development (an internal factor) are analyzed, using a large data set on processes of differentiation in the Dutch university sector between 1974 and 1993. The two factors proved to be relevant in explaining the emergence of new programs and specializations. In the final section some anomalies and suggestions for further research are discussed.  相似文献   

11.
高等教育阶段是与劳动力市场衔接最紧密的阶段,高等教育的学科专业直接决定了人们日后所从事的职业。从社会性别的角度看,女性倾向于选择女性密集型学科专业,男性倾向于选择男性密集型学科专业;男性密集型学科专业对应的职业领域收入往往高于女性密集型学科专业。学科专业的性别隔离导致职业性别隔离和职业分层,改善高等教育学科专业的性别隔离状况有助于解决性别收入差距问题。  相似文献   

12.
Using a Black Feminist Thought framework, this phenomenological study focused on lived experiences with mentoring relationships among 38 Black women in doctoral programs in multiple disciplines across universities in the United States. Although emerging studies on Black women in academia acknowledge the significance of mentorship and the reality of discrimination at the intersection of race and gender, the literature lacks empirical support pertaining to the formation and outcomes of mentoring relationships, specifically for Black women in doctoral education. Findings from this study suggested four central themes in the mentoring relationships among Black women in doctoral programs: (a) organic evolvement, (b) shared identity/mutual interest, (c) personal transformation and (d) increase in access and opportunity. Implications for future research, policy, practice and education across disciplines are offered.  相似文献   

13.
In this article, we examine the effect of incorporating the fields of study on the explained and unexplained components of the standard Oaxaca decomposition for the gender wage gaps in Taiwan using 1997–2003 Manpower Utilization Survey data. Using several existing and lately developed measures, we inspect the gender wage gap by college major to investigate whether gender wage discrimination exists in a specific field of study in Taiwan. We find that controlling for the major dummies does enhance the proportion of the characteristic effects in the Oaxaca-type decomposition. This finding is similar to those results found in western countries. However, using decomposition methods designed to assess within sector wage gaps, we find gender wage differences are statistically negligible in all majors except medicine. Our results can provide useful information on the economic returns to different disciplines to current and future college students, institutions, and government policy-makers.  相似文献   

14.
Researchers in higher education (HE) are a community of academics with backgrounds and experiences in a variety of scientific disciplines. For this reason, HE research is influenced by other disciplines from which HE researchers take theories, constructs and research methods. This article describes a large-scale analysis of the impact of different scientific fields on HE research. Special attention is paid to the analysis of the influences of psychology, sociology & political science, and economics as the disciplines that have the greatest impact on HE research. To assess this impact, we analyse citation patterns in seven key HE journals. Our empirical analysis confirms that HE research is indeed a multidisciplinary field and experiences a different impact of identified scientific fields for HE articles of different topics. We analyse the dynamics of such an impact and discuss the factors that may cause the growth of multidisciplinarity in HE research.  相似文献   

15.
In general, studies on gender and mathematics show that the advantage held by boys over girls in mathematics achievement has diminished markedly over the last 40 years. Some researchers even argue that gender differences in mathematics achievement are no longer a relevant issue. However, the results of the Trends in Mathematics and Science Study of 2003 (TIMSS-2003), as well as the participation rates of girls in (advanced) mathematics courses, show that in some countries, such as the Netherlands, gender equity in mathematics is still far from a reality. Research on gender and mathematics is often limited to the relationship between gender differences in attitudes toward mathematics and gender differences in mathematics achievement. In school effectiveness research, theories and empirical evidence emphasize the importance of certain school and class characteristics (e.g., strong educational leadership, safe and orderly learning climate) for achievement and attitudes. However, there is little information available at to whether these factors have the same or a different influence on the achievement of girls and boys. This study used the Dutch data from TIMSS-2003 to explore the relationship between school- and class characteristics and the mathematics achievement and attitudes for both girls and boys in Grade 4 of the primary school. The explorations documented in this paper were guided by a conceptual model of concentric circles and involved multilevel analyses. Interaction effects with gender were assessed for each influencing factor that turned out to have a significant effect. The results of these analyses provide additional insight into the influence that non-school-related and school-related factors have on the mathematics achievement and attitudes of girls and boys.  相似文献   

16.
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17.
Far from allowing a governance of universities by the invisible hand of market forces, research performance assessments do not just measure differences in research quality, but yield themselves visible symptoms in terms of a stratification and standardization of disciplines. The article illustrates this with a case study of UK history departments and their assessment by the Research Assessment Exercise (RAE) and the Research Excellence Framework (REF), drawing on data from the three most recent assessments (RAE 2001, 2008, REF 2014). Symptoms of stratification are documented by the distribution of memberships in assessment panels, of research active staff, and of external research grants. Symptoms of a standardization are documented by the publications submitted to the assessments. The main finding is that the RAEs/REF and the selective allocation of funds they inform consecrate and reproduce a disciplinary center that, in contrast to the periphery, is well-endowed with grants and research staff, decides in panels over the quality standards of the field, and publishes a high number of articles in high-impact journals. This selectivity is oriented toward previous distributions of resources and a standardized notion of “excellence” rather than research performance.  相似文献   

18.
This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent) were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men. This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation.  相似文献   

19.
The United States government recently enacted a number of policies designed to increase the number of American born students graduating with degrees in science, technology, engineering and mathematics (STEM), especially among women and racial and ethnic minorities. This study examines how the earnings benefits of choosing a STEM major vary both by gender and across the distribution of academic achievement. I account for the selection into college major using propensity score matching. Measures of individual educational preferences based on Holland’s theory of career and educational choice provide a unique way to control for college major selection. Findings indicate that the earnings benefit to STEM major choice ranges from 5 to 28 % depending both on academic achievement and on gender and that high-achieving students benefit more from STEM major choice. Further, high achieving men benefit more from STEM majors than high-achieving women. Earnings differences in major choice may play an important role in explaining the underrepresentation of women in STEM major fields, especially among high achieving students.  相似文献   

20.
This paper studies gender differences in college applications in Chile. We use the revealed preferences of students for college major choice by taking advantage of Chile’s Centralized Admission System, and estimate a nested logit model to predict the first preference of applicants. We find that males apply to selective programs even when they are marginal candidates, while equally qualified female candidates tend to apply less often to these programs. Using counterfactual exercises, we conclude that to successfully address the gender gap, along with promoting females’ participation in STEM careers, we must increase males’ willingness to consider non-STEM fields. Closing the gender gap does not imply a loss in terms of talent distribution by area of knowledge.  相似文献   

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