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1.
Joyce B. Main 《Research in higher education》2018,59(8):1059-1073
Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering. 相似文献
2.
The gender wage gap persists in the workplace in part because women major in fields that lead them into lower-paid occupations than fields associated with majors men choose. An open question is why women are more likely than men to switch towards majors that lead to lower-paying careers. Drawing on research suggesting that women are affected more by negative feedback than men, we use unique administrative data from a large private university on the East Coast from 2008 to 2016 to test whether women are more likely than men to switch majors in response to low grades in major-related classes. We also test whether the prevalence of men in a major or a major’s reputation for being stereotypically male-oriented induces women to switch out of that major more readily than men. We control for other factors that may affect a student’s final major, including high school performance, gender composition of faculty and peers, and economic returns of majors. The results show that overall women and men are equally likely to change their majors in response to poor grades in major-related courses. We also find no evidence that women in male-dominated majors are more likely than men to switch out, but we find that men with very low grades in female-dominated majors are more likely to switch out of these majors than women. In addition, we find that women are more likely to switch out of majors that are both male-dominated and STEM in response to poor performance compared to men. Thus, our results suggest that only when women students experience multiple signals suggesting their lack of fit in a field (i.e., low grades combined with gender peer composition, and external stereotyping signals) they tend to switch out of the major more often than male students. We find that men exhibit this tendency in response to even fewer overlapping signals about misfit than women. 相似文献
3.
Marita Jacob 《Higher Education》2011,61(3):277-291
In a recent paper on gender inequality in higher education Buchman and DiPrete (2006) assume that the decrease in the gender
gap in college completion in the US can partly be explained by changes in the allocation of familial resources in favour of
women. However, they do not test this hypothesis empirically. In this paper I examine the effects of sibling sex composition
on the graduation of women in more detail by analysing data from the German Life History Study. I assume that resources are
the key issue to explaining the effects of sibling configuration on educational attainment. Tertiary education is a good case
for testing sex composition effects due to the unequal distribution of resources between and within families, because the
direct costs and opportunity costs of higher education are relatively high compared to those of earlier educational decisions.
Accordingly, I expect that working class daughters are most likely to be disadvantaged if they are raised with brothers. The
empirical results show that in fact, not the presence of a brother as such hinders educational attainment of sisters, but
older brothers have a negative influence on their sisters chances of graduation. In accordance to the hypothesis, this effect
is stronger for university graduation than for graduation at Fachhochschule. For social class differences in sibling effects it turns out that working class daughters are particularly less likely to
graduate compared to service class daughters if there are older brothers in the family. 相似文献
4.
Ulrika Haake 《Higher Education》2011,62(1):113-127
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
5.
In this article we examine gender differences in factors related to science, technology, engineering, mathematics, and medicine (STEMM) education and employment between the ages of 36 and 39. Using data from the Longitudinal Study of American Youth, we identified a STEMM high school talent pool. We found early gender differences in interest in engineering, although we found no such differences in entry into a general STEMM undergraduate major. Throughout the course of the study, we developed and tested structural equation models. We discovered that there were no major gender differences in family encouragement or precollege educational experiences, except that high school boys were slightly more likely to take calculus in high school. There were no significant differences in entrance into medicine and other health professions, but there were substantial gender differences in earned engineering degrees and employment in engineering. The completion of a graduate or professional degree was a stronger predictor of female employment in a STEMM profession than for young men. Among young adults with academic qualifications for a STEMM profession, the presence of children 18 years of age or younger in the family made no difference in the likelihood of employment in a STEMM profession. 相似文献
6.
Several studies have found that older women report lower self-rated health than men. However, it is not clear why older women are more likely to report poor self-rated health than older men. Data for this study came from a national cross-sectional survey, Mental Health and Quality of Life of Older Malaysians (MHQoLOM). Included in the survey were 2980 respondents consisting of Malaysians aged 60 years and over, with both men (n = 1428) and women (n = 1552) represented. Results of t-tests showed older men expressed significantly higher levels of self-rated health and self-esteem than women (p < .01). Separate multivariate regression by gender revealed that age, life-threatening problems, and self-esteem were highly significant predictors of self-rated health among older men and women and explained 18.4% of variance in self-rated health for men and 18.2% for women. In the last step we examined the main effects of gender on self-rated health using General Linear Models (GLM) Univariate by adjusting for age, life-threatening problems, and self-esteem. Results showed an insignificant difference in self-rated health between older men and women (F (1,2715) = 2.26, P = 0.13) only after adjusting for self-esteem. It can be concluded that self-esteem affects responses to self-rated health of older men and women. 相似文献
7.
Studies show that co-authorship of scholarly articles in criminology and criminal justice journals are stratified by gender: males are more likely to publish with males, females are more likely to publish with males. Increasing co-authorship has led some to claim that the intellectual contributions of females may be devalued, systematically putting them at a disadvantage for tenure and promotion decisions. Despite the importance of understanding gender inequality in knowledge production, no studies have examined the mechanisms that produce this outcome. Using data from 656 publications in five journals, we examine the structure of gender and co-authorship by testing two mechanisms that may generate a gendered distribution among scholarly articles. Although females exhibit a greater proclivity toward co-authorship with males, we show that this is a consequence of higher productivity among males. The tendency for males to have higher productivity than females in publications actually increases the likelihood of cross-gender collaboration. 相似文献
8.
Anjalé D. Welton Katherine Cumings Mansfield Pei-Ling Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):481-509
There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci. 相似文献
9.
Intergenerational transmission of gender segregation: How parents’ occupational field affects gender differences in field of study choices 
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下载免费PDF全文 Maaike van der Vleuten Eva Jaspers Ineke Maas Tanja van der Lippe 《British Educational Research Journal》2018,44(2):294-318
The study explores how parents’ occupational field affects gender differences in educational fields. On the one hand, the theory of direct transfer predicts that adolescents enter fields similar to those of their parents because of intergenerational transmission of occupation‐specific resources and that adolescents are more likely to draw upon the resources provided by the higher‐status parent. On the other hand, the theory of sex‐role learning predicts that boys and girls are more likely to choose more gender‐stereotypical fields of study because they learn ‘appropriate’ gender‐role behaviour from their parents’ occupational field and that boys are more likely to learn this behaviour from their father and girls from their mother. We use longitudinal data collected from adolescents and their parents in the Netherlands (N = 2,497) and tested our hypotheses using multiple‐group structural equation modelling and multinomial regression analyses. In line with sex‐role learning, results show that especially mothers who are employed in a more feminine occupational field influence their daughters to enter a more feminine field of study (health, biology, agriculture and veterinary) and their sons to enter a more masculine field of study (science and technology). Mothers’ occupational field therefore not only influences girls’ field of study, but also boys’. This study highlights the role of horizontal characteristics when examining which field of study adolescents enter. Contrary to the stratification literature, which primarily focuses on fathers, this study concludes that mothers play a more important role in gender differences in fields of study. 相似文献
10.
Irene Prix 《Scandinavian Journal of Educational Research》2013,57(6):637-657
Within most educational systems, men and women tend to specialize in different fields of study. Comparing Austria and Finland, this article traces the extent and patterns of gender segregation within different educational levels between 1981 and 2005. Relying on official enrollment figures, a logarithmic index is used to measure overall and field-specific gender segregation. Although results indicate that higher educational levels are less severely differentiated into male- and female-typical fields, notable differences exist between sectors of higher education. Reforms which shifted vocational programs to a higher educational level were often accompanied by desegregation tendencies in the affected fields. Nevertheless, this increase in educational prestige seems to have made female-dominated fields only to a limited extent more attractive to male students. 相似文献
11.
Women Scientists in Academia: Geographically Constrained to Big Cities, College Clusters, or the Coasts? 总被引：1，自引：0，他引：1
Women scientists in academia have been shown to be less geographically mobile than their male counterparts, a factor that may exacerbate gender inequities in faculty representation, tenure, and salary. This study examines the extent to which the jobs of academic women scientists are disproportionately concentrated in large cities, areas with many colleges and universities, and regions where most doctorates are granted. We also investigate whether jobs in these locations affect salary, tenure, full-time faculty status, and employment outside one's field of training in ways that differ for women and men. Our analysis is guided by arguments that geographic constraints on women's mobility are rooted in social factors, such as gender roles and mate selection patterns. Data are drawn from over 13,000 faculty respondents in the national Survey of Doctoral Recipients, representing 22 science and engineering disciplines and over 1,000 4-year colleges or universities. Regression analysis reveals that, irrespective of their family status, women faculty are more likely than their male counterparts to reside in doctoral production centers, areas with large clusters of colleges, and large cities. Responsibility for children intensifies women's geographic concentration more than marriage does and in ways that differ from men. Geographic concentration also appears generally more harmful to women's careers than to men's. Women in doctoral production centers are less likely to have tenure and more likely to work part time; those in larger cities are more likely to be in jobs off the tenure track. Locales with many colleges appear to present somewhat better career prospects for women. 相似文献
12.
Maaike van der Vleuten Eva Jaspers Ineke Maas Tanja van der Lippe 《Educational studies》2016,42(2):181-200
This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks. 相似文献
13.
Josipa Roksa 《Higher Education》2011,61(3):293-308
While much stratification research has focused on understanding the patterns and consequences of differentiation, previous
studies have not considered similarly important variation in students’ trajectories through higher education, and particularly
their participation in the labor market. Results from the National Longitudinal Survey of Youth of 1997 (NLSY97) indicate
that degree completion in a differentiated system of higher education is related to students’ employment patterns. Students
who begin their educational journeys in community colleges as well as students from less advantaged family backgrounds are
more likely to dedicate longer hours to paid employment, which has negative consequences for degree attainment. Employment
patterns contribute to gaps in degree completion among students from different family backgrounds and to a lesser extent to
inequality in degree completion between students beginning postsecondary education in community colleges vs. 4-year institutions.
A more complex set of patterns is revealed when examining the relationship between employment, family background, and degree
attainment across different institutional types and educational credentials. These findings highlight the importance of developing
a more comprehensive understanding of inequality in educational attainment by considering the relationship between differentiation
and work. 相似文献
14.
《Chinese Education & Society》2013,46(6):31-36
The current director of the Institute of Higher Education of Peking University is a forty-three-year-old professor, Min Weifang. After receiving a double masters degree in studies in higher education and organizational management, Professor Min was sent abroad by the state and received a doctoral degree from Stanford University in educational management and policy making. He then further undertook postdoctoral studies in the areas of educational economics and educational finance. After returning to China, he has been invited to undertake research work in the headquarters of the World Bank in the areas of educational investment and educational effectiveness. He is a national-level young expert who has made outstanding contributions in his fields of endeavor. At the moment, in addition to serving as an assistant to the president of Peking University, as the director of the Institute of Higher Education at Peking University, and as a faculty adviser to doctoral students, he also serves on the editorial board of the international journal Higher Education and holds the positions of Higher Education Investment Consultant for the World Bank and Group Leader of the Chinese Experts Group for the World Bank's loan program to educational development projects in the impoverished provinces and regions in China. 相似文献
15.
Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56
A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values. 相似文献
16.
发展博士生教育,培养造就大批德才兼备的高层次人才,是我国经济社会转型发展的客观要求。在博士生培养过程中,需要辩证分析和客观看待博士生的分流退出和学业延期。据测算,2019年我国博士生分流退出人数已上升至0.79万人,而博士生学业延期的人数达到13.67万人。分流退出和学业延期是保障培养质量的有效措施,但如果比例过大,也会过多占用办学资源和增加教育成本。建议严把入口关,坚持分类指导,规范细化培养过程,加强导师队伍建设,加快博士生教育改革发展。 相似文献
17.
Maria Adamuti‐Trache 《International Journal of Science Education》2013,35(12):1557-1584
In this paper, we examine the nature and extent of participation of Canadian young women and men in science‐based academic fields. Informed by Bourdieu’s theory of cultural reproduction, we focus on three key stages—senior secondary school, the transition to post‐secondary studies, and the post‐secondary completion stage—to determine whether and how the interrelationships of gender, cultural capital, course completion in senior secondary school, timing of decisions, and initial participation in post‐secondary education lead to the completion of science‐related undergraduate degrees. Through correspondence analyses of 10 years of longitudinal data with 1,055 respondents, we extend the findings of cross‐sectional studies that examine only one aspect of this longitudinal story by showing how the intersection between organisational structures (institutional and disciplinary) and cultural capital transmitted by the family shapes the opportunity structures of access to scientific fields of study by young women and men. 相似文献
18.
Maaike van der Vleuten Stephanie Steinmetz Herman van de Werfhorst 《Educational Research and Evaluation》2018,24(6-7):417-436
More women are now entering male-dominated fields, yet, science, technology, engineering, and mathematics (STEM) remain dominated by men. We examined the association between boys’ and girls’ STEM choices after secondary education and friends’ gender norms, and whether pressure to conform to traditional gender norms differs depending on the gender composition of the friend group. Drawing on 3 waves of longitudinal data (N?=?744) from the Netherlands, our sample consists of adolescents in STEM trajectories in secondary education. Their retention in STEM after secondary education gives us a better understanding of gender-specific “leakage” from the STEM pipeline. We found that girls’ likelihood of choosing STEM decreased drastically when friends had more traditional gender norms. Friends with traditional gender norms had less effect on boys. Nonetheless, boys with only same-sex friends were more likely to enter STEM. Our findings indicate that an environment with gender-normative ideas pushes girls out of the STEM pipeline. 相似文献
19.
汉语道歉语的性别差异研究 总被引：2，自引：0，他引：2
赵弘 《四川教育学院学报》2008,24(10):57-58
语言中的性别差异是一种普遍存在的现象。本文对男女大学生道歉策略的选择进行了定量分析,研究表明：女性比男性更容易向别人道歉;女性更易于选择“直接表达道歉”的道歉策略,使用正式、得体的道歉语：女性更倾向于使用多种道歉策略,通常使用一个基本道歉策略和多个其他道歉策略;而男性则更倾向于使用简单的道歉策略,通常使用一个道歉策略。 相似文献
20.
While access to higher education has reached gender parity in Taiwan, the phenomenon of gender segregation and stratification by fields of study and by division of labor persist. In this article, we trace the historical evolution of Taiwan's education system and data using large-scale educational databases to analyze the association of institutional factors and educational outcomes. Grouping in the college entrance examinations in the 1950s led to grouping in the high school curriculum, which, in turn, seems to have enlarged the mathematics performance gap between the natural sciences group and the social studies group, and extended to a performance gap between the two groups on the college entrance examination. Because men concentrate in science and engineering and women concentrate in humanities, the superiority of the former disciplines over the latter was consolidated along with the stereotype that male fields were better than female fields. 相似文献