共查询到20条相似文献，搜索用时 15 毫秒
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《Reading and Writing(高中版)》2006,(Z2)
Women are now as likely to use the Internet as men — about two-thirds of both genders — yet new study shows that gaps remain in what each sex does online. American men who go online are more likely than women to check the weather, the news, sports polit… 相似文献
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Sylvia Beyer 《Computer Science Education》2013,23(2-3):153-192
This study addresses why women are underrepresented in Computer Science (CS). Data from 1319 American first-year college students (872 female and 447 male) indicate that gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist. If students had had a positive experience in their first CS course, they had a stronger intention to take another CS course. A subset of 128 students (68 females and 60 males) took a CS course up to one year later. Students who were interested in CS, had high computer self-efficacy, were low in family orientation, low in conscientiousness, and low in openness to experiences were more likely to take CS courses. Furthermore, individuals who were highly conscientious and low in relational-interdependent self-construal earned the highest CS grades. Efforts to improve women’s representation in CS should bear these results in mind. 相似文献
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Somaye Sarvarzade 《比较教育学》2017,53(4):578-599
Nearly four decades of instability and fragility have led to many changes in the status of women and girls in Afghanistan. Yet, little research focuses on these changes within the education system. To understand the country’s stance toward gender issues in formal practice, we examine gender representations in Afghan primary-level Dari language arts textbooks. Using a qualitative content analysis and longitudinal data, we examine how ideologies about gender have been politicised in Afghanistan and are reflected in school textbooks from 1980 to 2010. Findings suggest that tumultuous political events and power struggles in the recent history of Afghanistan have led to many changes in how the daily social and working lives of Afghan women and girls have been portrayed in textbooks. As seen in the textbooks, it appears that efforts are being made within the current regime to balance competing gender norms. We conclude with suggestions for policy-makers. 相似文献
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Higher education and women’s empowerment in Pakistan 总被引：1，自引：1，他引：0
This paper summarises the findings of a 2005 doctoral study by Malik which explored to what extent participation in higher education offers empowerment to women in Pakistan. A survey instrument was used to question female faculty members and female students from 10 public universities in Pakistan; 1290 students and 290 faculty members responded. Subsequently, semi‐structured interviews were held with 10 faculty members and 10 students. Respondents highlighted economic independence and an increased standing within family and society as the main benefits of higher education participation. A major finding is that participation in higher education enables women to impact on a number of discriminatory practices simultaneously and thereby effect change for the better. The main recommendation is that future educational strategies be developed with the aim of further promoting gender equality in all areas of education in Pakistan, but particularly with the aim of increasing female students’ participation in higher education. 相似文献
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González Ramos Ana M. Fernández Palacín Fernando Muñoz Márquez Manuel 《Tertiary Education and Management》2015,21(4):263-276
Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study... 相似文献
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The paper examines religious conversion to Judaism among young ‘Russian’ immigrant girls in Israel. Looking into the process of conversion in religious boarding schools for girls only (Ulpana) and in the broader context of the Israeli nation‐state, we examine the strategies the educators contrive in inculcating religiosity among the girls, how they legitimise and facilitate their self‐transformation, and mobilise them to desire a religious subjectivity. At the same time, we study the experiences of the Russian girls in the Ulpana, and the meanings they assign to their conversion as depicted in the personal stories they narrated to us. The paper reveals how the Ulpana operates as a major nationalisation agent that cultivates a path for the girls to belong to the national religious camp, thus assuring their affiliation to Israeli‐Jewish society at large. 相似文献
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This viewpoint draws on discussions at two seminars to consider ambivalent attitudes amongst a group of Black women towards considering themselves and/or other Black people as ‘middle class’. The first seminar highlighted the experiences of a group of Black ‘middle‐class’ parents and the second, which was organised as a result of the reaction the first seminar received, sought to explore attendees views as to whether they thought Black people could be Black and ‘middle class’. The viewpoint contends that the concept ‘Black middle class’ is incompatible with some Black women’s notions of self, and that their ambivalence about the ‘Black middle classes’ is partly rooted in an emotional need to remain connected to the wider Black community. Whilst these women’s understandings of the ‘Black middle classes’ are informed by their gendered and racialised experiences, there is also evidence of a denial of (class) privilege. 相似文献
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Nagwa Megahed Stephen Lack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,16(3):397-418
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality.
Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They
are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception
of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of
women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post
colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices
in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university
and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates
similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation
of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform
policy. 相似文献
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INTRODUCTION In both China and the Congo, perhaps the moststriking change in the labour market over the past 50years has been the growth of female labour forceparticipation and the subsequent consolidation oftheir position at work. Of course, women have alwaysworked. Only, throughout the twentieth centurywomen’s work has increasingly meant participationin the paid labor force in addition to housework pro-duction. Women in large numbers have joined the paidlabour force. In … 相似文献
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Jane Wilkinson Jill Blackmore 《International journal of qualitative studies in education》2013,26(2):123-136
Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed. 相似文献
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Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the ‘black-box’ of everyday academic work and examining the enactment of academics’ everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics’ learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning. 相似文献
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Edith Mukudi Omwami 《Gender and education》2011,23(1):15-28
Forty‐five years have passed since Kenya gained independence and almost 30 years since the feminist revolution ushered in a global gender and development agenda. While Kenya’s development agenda had a functionalist orientation aimed at modernisation, the outcome of efforts to promote education development cannot be understood without an examination of the context of women. Although development agencies acknowledge the need for empowerment of women, the interests of change agencies are accommodated within the bounds of patriarchy, poverty, and paternalism. This situation is best explained by examining the education experience of women through a relative‐change theory prism. From this perspective, change is actively pursued within limits, that is, options for change in the social, cultural, and political context are acknowledged but limited. As a result, whatever education development efforts have been put into place to benefit women in marginalised situations, the outcome has fallen short for the majority of women. 相似文献