Gender and research publishing in India: Uniformly high inequality?     

Mike Thelwall  Carol Bailey  Meiko Makita  Pardeep Sud  Devika P. Madalli 《Journal of Informetrics》2019,13(1):118-131

Women’s access to academic careers has been historically limited by discrimination and cultural constraints. Comprehensive information about gender inequality within disciplines is needed to understand the problem and target remedial action. India is the fifth largest research producer but has a low international index of gender inequality and so is an important case. This study assesses gender inequalities in Indian journal article publishing in 2017 for 186 research fields. It also seeks overall gender differences in interests across academia by comparing the terms used in 27,710 articles with an Indian male or female first author. The data show that there are at least 1.5 male first authors per female first author in each of 26 broad fields and 2.8 male first authors per female first author overall. Compared to the USA, India has a much lower share of female first authors but smaller variations in gender differences between broad fields. Dentistry, Economics and Maths are all more female in India, but Veterinary is much less female than in the USA. There is a tendency for males to research thing-oriented topics and for females to research helping people and some life science topics. More initiatives to promote gender equality in science are needed to address the overall imbalance, but care should be taken to avoid creating the larger between-field gender differences found in the USA.  相似文献   

TECHNOLOGY AND GREASE: A FORMULA FOR EDUTAINMENT AND EFFICIENCY     

Dan Landt  Shirley Knazze  Prem Sud 《Community College Journal of Research & Practice》2013,37(9):691-701

Joint planning by Richard Daley College with a high school, the National Center for Education and the Economy, and the Associated Equipment Distributers Foundation produced a technology-based partnership that has motivated students, avoided additional construction, and resulted in an 84% graduation rate, including 32 graduates with 1 year of college and 6 students among the top 100 Hispanic graduates in the nation. The model is under consideration for adoption in Lubbock, Texas, and in the Columbus, Ohio, public schools. The program won an Excellence in Learning-Centered Instruction Award from the Illinois Community College Board in 2000 and the Bellwether Award for Governance, Planning, and Finance at the 2001 Community College Futures Assembly.  相似文献