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1.
Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed. 相似文献
2.
Youth Perspectives on Parental Career Influence 总被引：2，自引：0，他引：2
Luther B. Otto 《Journal of Career Development》2000,27(2):111-118
The role of parents in youth career development is generally acknowledged though, often, perfunctorily. This inquiry examines youth perceptions of parental influence on their career development. We ask young men and women about specific career development attitudes and behaviors that bear on their relations with their parents. The sample consists of survey data from 362 high school juniors. The results confirm the trend of recent studies that report compatibility between parent and youth values, aspirations, and plans. Of all the people to whom youth can turn for help with making career plans, most look to their mothers. The findings apply across gender, to young men as well as young women; and they apply across race, to minority youth as well as majority-culture youth. The results underscore the importance of parents as allies and resources for career counselors in facilitating youth career development. 相似文献
3.
The academic "hurdle race": A case study 总被引：1，自引：0，他引：1
This study analyzes the career patterns of a cohort of faculty members in a large Israeli university and shows that women constitute a small minority in that university, and that their rank advancements are fewer, slower, and lower than men's. We examine three possible explaining mechanisms: (a) "Thresholds" - according to which after women cross a certain barrier, differential career development on the basis of gender disappears or is, at least, greatly reduced. (b) "Ceilings" - according to which women's advancement is curbed before they reach the highest rank. (c) "Hurdles" - according to which women, as compared to men, are confronted by more obtrusive barriers at each step of the academic career. We found that no threshold could be detected after which gender differences are reduced and that the ceiling effect may be a by-product of women's extended career paths. Rather, the analysis of the case study suggests that women's career trajectories are characterized by "hurdles", i.e., at each rank they stay longer and their advancement probability is lower than men's even when their publication rates are taken into account. 相似文献
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5.
李玉平 《福建师大福清分校学报》2005,(4):19-22
人的性别意识和性别行为不是生来就有的,而是家庭环境和社会文化制约中形成的.本文将知识女性成长环境置于社会性别概念范畴之中,分析性别概念对知识女性成才所造成的影响.社会性别分析是锐利的批判武器,从理论上解构两性关系不平等的根源.社会性别问题的传统思维必须得到改变,知识女性的自信度和自身价值必须得到提高、欣赏和认同,才能取得与男性平等的权利和地位. 相似文献
6.
魏国英 《内蒙古师范大学学报(哲学社会科学版)》2011,40(2):117-123
基于2009年＂职场环境和两性职业发展状况＂的网络调查数据,采用统计描述的方法,对职业领域性别平等的现实状况以及从业者在职场中的感受和愿望的差异进行实证研究。主要结论是：1.男女平等在我国职业领域取得了进步,但两性在就业的行业、职务、收入水平和发展机会方面仍存在明显差异。2.对于职场中性别生存和发展状况的感受和认识,在性别之间存在明显的差异,在不同年龄、不同受教育程度、不同收入水平的群体中也存在差异;女性在职场中的边缘状况与其愿望之间存在着正相关性;传统的性别刻板印象在人们给性别职业角色定位时依然发挥着框架和模板的作用。这些因素对职业领域的性别平等产生影响。 相似文献
7.
Audrey Osler 《International Journal of Educational Development》1997,17(4):361-371
Over the last decade there has been a growing interest among academics in the lives and work of teachers in industrialised countries. Many of these studies have sought to understand how teachers perceive their work and how they develop their particular professional identities. There is a growing recognition of the impact of teachers' own biographies on their training and on curriculum development and implementation. This paper examines the perspectives of a group of Kenyan educators, advisors and inspectors, from different regions, who have taken part in a national project designed to strengthen primary education through the in-service training of teachers. The aim is to examine the potential of biographical research to provide new insights into the processes of educational development. The participants in the research reflect on their own career development and life histories; on their identities, both professional and personal; and on the impact of these on their work. Drawing on an issue which divided the group, that of gender equality, the paper considers some of the biographical and cultural factors which permit and restrict development. 相似文献
8.
Noëlle Obers 《高等教育研究与发展》2015,34(6):1220-1232
This study was conducted at a small ‘research-led’ institution in South Africa. The data indicate that women produce less research than men and have low levels of professional self-esteem. Factors such as accrual of social capital, family responsibilities and self-esteem are constraints experienced by women academics in pursuing research careers. Mentoring was found to facilitate research career development and improve levels of self-esteem. Improved self-esteem enables women to promote themselves within their institutions and in the research arena. The role of the head of department with mentoring as a key function emerged as an influential structure for the career advancement of women academics. However, these leadership positions are significantly dominated by men and this appears to affect the amount and nature of mentoring women academics receive. 相似文献
9.
This study intends to gain an understanding of the sources of stress among women academics in research universities of China.
Studies have shown that, compared with their male counterparts, women report higher level of stress in work/family conflicts,
gender barriers and career development. Based on the results of this study, the following conclusions can be drawn about their
particular stress experiences. Firstly, women academics perceived the demands for career development as highly stressful.
The main career challenges for them include the need for renewing knowledge, lack of research productivity, and slow career
progress. Secondly, gender related barriers increased pressure on women academics. These barriers are difficulties in getting
into male-dominated networks, social stereotypes of women, and gender discrimination in promotion. Finally, women academics
experienced more difficulties in fulfilling both academic work and family roles. The main conflict situations pertained to
“performing both work and family roles very well,” “children’s education and future” and “lack of time to satisfy personal
interests and hobbies.” 相似文献
10.
Bonnie M. Sanchez 《Community College Journal of Research & Practice》2013,37(2):203-215
Identification of the factors that contribute to the fear of success in women's career development is important for community college educators and counselors wanting to assist women in their professional goals. In this article the factors associated with fear of success in women are categorized as follows: familial socialization, psychological influences, and cultural norms. It is generally conceded that any one or combination of these factors can precipitate a fear of success which becomes manifest in the woman's defeatist behaviors, and in turn, undermines her career development. It is imperative that professionals recognize the factors causing the fear of success orientation in women so that they may develop coping strategies with the client. 相似文献
11.
The fields of gender and educational leadership have been enriched recently by analyses of national case studies from non-western contexts. By contextualising women’s career development, these studies highlight the importance of including experiences other than those generated from Anglo-American-Australian contexts, thus broadening our knowledge base for more nuanced theorisation in the field. This paper contributes a close examination of the career histories of eight female primary school principals in Hong Kong. Our analyses identify a range of facilitators, including the expansion of promotion opportunities, strong values placed on education and training, professional encouragement and support and help in relieving family responsibilities. Valuable these factors may be, but we argue that they are incidental, informal, familial and individual, and incur the costs of burn-out and guilt. The discussion not only underlines the significance of case study and cultural and contextual specificities, it also provides a nuanced understanding of Chinese patriarchy. 相似文献
12.
Why the scientific pipeline is still leaking? Women scientists and their work–life balance in Poland
Dominika Polkowska 《International Studies in Sociology of Education》2014,24(1):24-43
In the contemporary scholarly discourse, the under-representation of women in science is often explained by the phenomenon of women ‘in the pipeline’. The pipeline carries a flow from one stage to another, and the flow of women diminishes between the stages. Based on the literature and qualitative studies, it can be inferred that one of the main causes of leaking in the pipeline is the difficulty in reconciling professional and family life by female scientists. Scientific work that requires mobility and competition forces numerous women to abandon their career or take a career break for the period of assuming different family roles. The results of a number of studies demonstrate that there are some differences between Polish women and their peers from other countries in achieving the work–family connection. It appears that after fulfilling a set of necessary conditions, the reconciliation of professional and family life is sometimes possible. 相似文献
13.
Lisa Smulyan 《Gender and education》2004,16(2):225-245
This study explores how twenty‐eight women graduates of a liberal arts college renegotiate personal and professional identities over a ten year period. Approximately half of these women entered college planning to pursue a career in medicine; the other half indicated some interest in the field of education. Each participant was interviewed six times over the course of ten years. Analysis suggests that prior designations of women's careers as “traditional” (i.e. teaching) and “non‐traditional” (i.e. medicine) no longer apply as women actively reconceptualize their lives, their identities, their definitions of success, and the meaning of their chosen career. Prior studies that examine the balancing of personal and professional lives also simplify a more complicated process experienced by women who explore multiple understandings of themselves within personal and social structures. The women in this study draw on the critical perspectives learned in college as they recognize and respond to competing social and cultural definitions and discourses of success, work, and self. 相似文献
14.
Leone Burton 《Gender and education》1999,11(4):413-426
This article reports on some results from an interview-based study with 70 practising research mathematicians, 35 women and 35 men, at universities in England, Scotland, Ireland and Northern Ireland. The aim of the study was to explore epistemologies of these mathematicians and any impact of them on how they conducted their professional lives. In this article, three conjectures are examined. The first was that career experiences would differ between females and males, as they indeed did. The second was that women would be differently distributed to men within the disciplinary areas, which was not the case. The third was that gender would have no effect on how these mathematicians understood and practised their discipline, which was the case. In the concluding section of the article, the findings are related to the learning of mathematics, particularly in schools, where the expressed heterogeneity of these mathematicians is replaced with an insistent drive towards homogeneity, and that homogeneity reflects a discipline which has been dominated by male styles, choices and expectations. 相似文献
15.
Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices. 相似文献
16.
This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the wider sociocultural context, affect women’s careers identities, choices and trajectories. The longitudinal design, characteristics of the cohort and the theoretical framework of possible selves contribute to the originality of this empirical research. In this paper, we show how female graduates gradually adapted their occupational aspirations and career identities to fit with socio-cultural expectations and how they struggled to construct viable ‘engineering’ selves in the vital career identity development phase of their first years of employment when most female STEM graduates change careers. 相似文献
17.
This paper draws on findings from a research project funded by the Scottish Executive which analysed the gender balance in teaching and explored the underlying reasons for the decline in the number and proportion of men, particularly in secondary schools. As in other developed countries, such as Australia, the USA and Canada, the proportion of men entering teaching has declined fairly rapidly over a ten‐year period. At a time when women are participating in paid work in greater numbers than ever before, their concentration in certain areas of work, particularly in the service sector and the ‘caring’ professions, is increasingly apparent. Despite the clarity of this trend, it is evident that responses from academics and policy‐makers have been very different, with some policy‐makers linking the declining proportion of men in teaching with the problem of boys’ underachievement and a perceived ‘crisis in masculinity’, whilst some feminist writers have questioned these views, drawing on recent gender theory which questions the utility of the binary categories of ‘man’ and ‘woman’, instead suggesting that gender is performed and may have little to do with the body of the person who is involved in the particular performance. Sex and gender thus become decoupled, with the focus on individual actors freely choosing the version of gender they wish to practice. This line of argument suggests that the sex of the teacher is irrelevant; what really matters is the way in which they perform gender in the classroom. Work on the gender balance in teaching therefore provides an opportunity to reflect on underlying tensions in gender theorising and policy‐making. The paper begins by considering tensions between modernist and post‐structuralist accounts of sex and gender. Having outlined the underlying theoretical tensions, it then goes on to consider the accounts given by teachers and students of the reasons for their own choice of teaching as a career, their experiences in teaching and their views of the reasons underlying the declining proportion of men in teaching. The aim is to consider whether students and teachers believe that sex is an important variable structuring their lives, including their decision to become a teacher and their experiences of working as a teacher, or whether they regard gender as something which is chosen from a wide repertoire of options and is relatively free from the constraints of embodiment. In relation to research on the gender balance in teaching, the paper concludes by suggesting that there is a need to make use of the idea of gender as performance, whilst at the same time holding on to the foundational concepts of ‘woman’ and ‘man’. This is necessary to monitor and understand the career paths and underlying power relations of women and men in teaching and to transform these over time. 相似文献
18.
Sami Mahajna 《Educational studies》2017,43(3):296-311
This study examines the relation between perceived career barriers, future orientation and career decisions among young Palestinian-Israeli youth. The study employs a theoretical model that links perceived career barriers and career decisions via variables of future orientation. Three hundred eighty-eight young Palestinian-Israeli women (73.20%) and men (26.80%) participated in the study. Structural equation modelling shows that perceived ethnic discrimination is positively related to the motivational variables of future orientation, while perceived gender discrimination and childcare and family difficulties are negatively related to motivational variables. This means that perceived ethnic discrimination towards Palestinian-Israeli youths make them more inclined to perceive the value of higher education and to feel greater control over their personal accomplishments and their goals of achieving a higher education. Investment in future orientation will in all likelihood incentivise the choosing of a career path. 相似文献
19.
Women remain under-represented in almost all academic levels at universities internationally, and previous evidence has suggested that women move out of the university system in increasing numbers as they progress from postgraduate study to an academic career. The current study aimed to explore the role of gender in the reports of study experiences and future career plans of Australian postgraduate research students (n?=?249). Questionnaire data indicated women were significantly less likely than men to rate an academic career as appealing. In particular, female postgraduate students without dependent children were least likely to want to pursue an academic career. On the basis of qualitative analysis, we attribute this finding, at least in part, to a perceived incompatibility between motherhood and an academic career and discuss the implications for gender equity in higher education. 相似文献
20.
Sue Johnston 《International Journal for Academic Development》2013,18(1):64-71
Abstract Participation in professional development related to teaching is higher for female academics than for male academics at the University of Canberra. There is some evidence that this trend is widespread although variable across different universities and professional development activities. Various explanations are suggested as to why this occurs, including: that more teaching in universities is done by women than men; that women are naturally more committed to teaching than men; that structural inequities cause women to be more concentrated in the lower academic ranks and, therefore, more involved in teaching‐related activities; that women more than men believe professional development is important to enhance their teaching practice; that they are less confident in their academic role than men; that they feel more alienated and isolated in their work environment; and, that they are seeking role models and mentors. The paper explores these various explanations and suggests that a combination of factors probably causes the observed differential participation by women in professional development activities. What is more important than a search for explanations is an acknowledgment of the need to value and reward such behaviour. The paper concludes with an argument for valuing women's emphasis on teaching and their continued involvement in professional development related to teaching. 相似文献