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1.
This study evaluated the connection between gender differences in examinees' familiarity, interest, and negative emotional reactions to items on the Advanced Placement Psychology Examination and the items' gender differential item functioning (DIF). Gender DIF and gender differences in interest varied appreciably with the content of the items. Gender differences in the three variables were substantially related to the items' gender DIF (e.g., R = .50). Much of the gender DIF on this test may be attributable to gender differences in these variables. 相似文献
2.
苏文瑾 《山东教育学院学报》2010,25(1):88-90
从文化语用学的角度探讨了文化语境下言语行为的性别差异,旨在分析和探讨男女两性所属的文化语境是如何构建的,这一文化语境又是通过何种机制规约了男女两性的言语行为模式的,男女两性言语行为形态上有何差异,这些差异又会造成怎样的交际冲突。 相似文献
3.
男女性别差异是人类社会的基本差异,所以语言也不可避免的存在着性别差异。本文以语用学理论中的合作原则为分析框架,对会话中的性别差异进行讨论,旨在探讨性别差异在合作原则中的呈现,以及合作原则和其准则是如何在跨性别对话中被遵守和违背的,从而全面了解语言使用和性别差异的关系。 相似文献
4.
传统的性别文化观念影响着男女两性数学能力的培养和形成过程.女性和男性的不同心理、生理特征和数学本身的学科特征,并没有造成两性数学能力差异.促进数学能力性别平等的对策有:继续扫荡“传统性别观”的残余,加强女性的数学教育,建构性别平等的社会性别文化. 相似文献
5.
The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on
expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation
in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed
and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to
interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the
research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas
of research, recommendations are made for future research examining gender differences in physics. It is suggested that such
an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation
also exist. 相似文献
6.
Medical education has not taken on board the growing awareness of sex and gender differences. A nation‐wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was necessary to gain an overview on the state of the art of sex and gender in Dutch medical curricula and on the courses that were suitable to integrate sex and gender differences. A quick‐scan demonstrates that sex and gender differences beyond reproduction are mostly ignored. Results have been used to create the necessary commitment of policy‐makers in all Dutch faculties to take further steps towards establishing longitudinal gender‐specific medical curricula. 相似文献
7.
Qing Li 《Interchange》2004,35(4):423-445
The major focus of this study is to propose a new research model, namely the Modified CGI gender model, for the study of gender
differences in mathematics. This model is developed based on Fennema, Carpenter, and Peterson’s (1989) CGI model. To examine
the validity of this new model, this study also examines the gender differences in teacher and student beliefs about mathematics
and compares gender differences between teacher and student beliefs about the importance and difficulty of certain mathematics
topics. Using the British Columbia Mathematics Assessment data, the study conducted a series of ANOVA. The findings of this
study indicate that the new model appears to be a useful tool to describe gender differences in mathematics and to guide research
in this area. The conclusions drawn from the data analysis show that male and female teachers differed significantly in their
beliefs about Numbers and Operations. Male teachers perceived this topic to be more important than female teachers. Second,
gender differences have been largely found in student beliefs about the difficulty of the selected topics. Finally, gender
differences found in teacher beliefs are similar to the gender differences in student beliefs about the importance and difficulty
of mathematics topics. 相似文献
8.
Betsy Jane Becker 《科学教学研究杂志》1989,26(2):141-169
Data from 30 studies of the magnitude of gender differences in science achievement previously examined in two separate reviews were synthesized using modern methods for meta-analysis. Two meta-analysis methodologies were used: analyses of effect sizes (standardized mean differences) and vote-counting estimation procedures. Analyses revealed that magnitudes of gender differences in science achievement varied according to the subject matter under study. Males showed significant advantages in studies of biology, general science, and physics, but significant differences were not found for studies of mixed science content, and geology and earth sciences, or in a single study of chemistry. However, in all cases the numbers of effects examining each subject-matter area were quite small (seven or less). Also, studies which had focused on gender differences evidenced larger gender differences than other studies. Other possible predictors of the magnitudes of gender differences, such as grade level of the subjects and test length, did not account for significant amounts of variation among these study outcomes. Consequently, they also did not provide as strong an explanation of the patterns of gender differences as did subject matter and focus on gender. 相似文献
9.
Rose Cook 《Educational Research and Evaluation》2018,24(6-7):370-393
Previous research suggests that as societies empower women educationally, gender differences in numeracy skills will decline. Using direct measures of 56,142 adults’ numeracy skills from the Programme for International Assessment for Adult Competencies (PIAAC), this article studies whether this claim is evidenced across 20 Organisation for Economic Co-operation and Development (OECD) countries. Results show that in many countries, as education has equalised over generations, gender differences in adult numeracy skills have indeed declined. However, women’s advances in education have not always been matched by a reduction in the gender difference in adult numeracy. Contrary to expectations, gender differences in fields of study in further and higher education cannot systematically explain gender differences in adult numeracy. This suggests that to achieve gender equality in numeracy skills, societies must do more than empower women educationally. More research is needed on the educational policies, contextual, and life course factors contributing to gender differences in adult numeracy in post-industrial societies. 相似文献
10.
In recent years,people pay more and more attention to the connection between gender and language.Due to some social reasons and differences in body structure,gender differences no doubt exist.But gender differences in language have changed a little in modern society due to women’s elevation of social status and their desire of realizing self-value.In this paper gender differences reflected in modern language hope to be found out on the basis of two public speeches of Hillary and Obama. 相似文献
11.
在个体社会化过程中,由于男女两性个体遗传素质存在差异,社会对男女性别提出的社会规范与行为标准也不同,个体依照自己的性别逐渐将外在的社会标准内化为自己的行为准则,使他们获得与性别相适应的心理特征和行为模式,这些性别角色的界限及其差别对各种社会活动都有一定影响,同样也表现在学生的外语学习活动中。学校教师在性别角色社会化过程中起着举足轻重的作用。在外语教学中,依据性别角色的基本理论,系统分析男女学生在认识能力、专业兴趣、成就动机、社会认知等方面的性别角色差异,能有效提高教学质量。 相似文献
12.
M Weinraub L P Clemens A Sockloff T Ethridge E Gracely B Myers 《Child development》1984,55(4):1493-1503
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed. 相似文献
13.
《British Educational Research Journal》2003,29(3):307-325
Recent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences. 相似文献
14.
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
15.
《British Educational Research Journal》2005,31(6):737-759
This article shows how multilevel modelling can be used to study institutional variations in the gender differences in achievement. The results presented are from analyses of the degree classifications of 22,433 individuals who graduated in mathematical sciences, from universities in the UK, between 1994/95 and 1999/2000. The analyses were designed to measure gender differences in the achievement of first class honours in mathematical science degrees as a whole and within individual institutions. After allowing for students' entry qualifications, age, type of course and institution attended, no systematic gender difference was detected in the achievement of first class honours in mathematical sciences at any level of entry qualifications. However, there were statistically significant variations between universities in ‘gender difference added’. This variation between institutions in gender difference added was explained by the significant gender differences in the first class degree awards made by Oxford and Cambridge universities, with no significant evidence of gender differences in the first class degree awards made by other institutions. 相似文献
16.
Jane Abbiss 《Gender and education》2008,20(2):153-165
A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students’ computer interests and dissatisfaction with simplistic explanations has led, however, to post‐structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling. 相似文献
17.
In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects. 相似文献
18.
性别差异的研究经历了这样的发展过程:以生理上的两性差别作为研究的出发点,从心理性度的角度对性别差异进行考察,以及从社会文化的范畴探讨两性心理和行为的差别。这一过程显示出,性别差异研究的不同取向反映了研究者自身对性别差异所持的不同观念。应该说,两性差异的形成既离不开个体的生理因素也离不开社会文化因素,而后者的影响作用更大。 相似文献
19.
张晓梅 《桂林师范高等专科学校学报》2005,19(2):71-74
不同的性别有着自身不同的性别文化，男性和女性按照各自的性别文化规则来规范自己的交际行为。在网络这个虚拟空间，男性和女性的交际与面对面交际一样反映出根深蒂固的性别文化差异。笔者尝试从男性与女性在网络交际与面对面交际中的文化差异、男性与女性网络交际的风格及网络交际道德规范等方面探讨网络交际的性别文化差异，并针对网络交际中出现的性骚扰等现象提出一些看法。 相似文献
20.
Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes. 相似文献