共查询到20条相似文献，搜索用时 31 毫秒
1.
In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups. 相似文献
2.
Diana Eugenie Kornbrot 《Higher Education》1987,16(5):513-534
Degree performance in England and Wales was investigated as a function of social class and gender for several disciplines of study. Three performance criteria were considered: FIRST class; GOOD, and COMPETENT. The findings are complex, and some of them conflict with widely held class and gender stereotypes. Women performed better than men at the FIRST class and/or GOOD criteria, in all professional disciplines and in biological sciences. At the FIRST and GOOD criteria women performed best relative to men in biological content areas, next best in physical and mathematical content areas and worst in humanities content areas. A similar ordering of content areas was obtained when comparing students of lower class origins with those of upper and middle class origins. At the COMPETENT criterion, women performed better than men; and students of lower social class origins performed better than students of upper and middle social class origins. There was a trend, particularly marked in the humanities, for women to perform less well at the FIRST class criterion than would have been predicted by their achievements at the GOOD criterion. The implications of these patterns for theories of group differences in excellent academic performance and for educational policy are discussed. 相似文献
3.
Entry of men and women to an academic career was studied through a survey of 230 men and women who in 1991 held a full-time appointment at lecturer level or above in Arts and Science disciplines in an Australian university. The women more often than the men had learned about the position they obtained from a source inside the department in which the job was being filled, had been encouraged by senior members of the department to apply, and had gained a position that was filled without advertisement. However, these differences arose because more of the women than the men had been a tutor in the department where they gained a lectureship. There were no differences in terms of how men and women had been recruited when allowance was made for this factor and whether a person had been residing within Australia immediately prior to appointment. The results are discussed with reference to why men have in the past and now do substantially outnumber women among academics in Australian universities. Although the survey suggests men and women who gained positions were recruited on similar bases, successful applicants need to be compared with unsuccessful applicants to obtain comprehensive understanding whether selection practices have disadvantaged women.The survey reported in this article was undertaken while Ray Over held an appointment as Visiting Professor in the Faculty of Education at Griffith University. 相似文献
4.
The authors, of the University of Stellenbosch, South Africa, surveyed 60 male university students of mean age 21.37 years and 79 female students of mean age 20.13 years with the goal of gaining insight into their sex behavior and their attitudes toward sexuality. The home language of 83% of the women and 85% of the men was Afrikaans, while the remaining subjects had English as a home language. One student was married, three were engaged to be married, and two lived together with a person of the opposite sex. 51 students were in steady relationships and 82 were single. 82% of the men and 90% of the women choose to have sex with someone of the same race. The study found a relatively low occurrence of sexual intercourse and promiscuity, and a very high percentage of subjects regarded themselves as heterosexual and as morally and religiously conservative. 97% of the men and 99% of the women regarded themselves as being heterosexual, and 3% of men and 1% of women regarded themselves as being bisexual. 6.6% of men and 1.34% of women, however, reported having had sexual contact with someone of the same sex. 37% of the men and 32% of the women reported having ever had sexual intercourse with a person of the opposite sex. These percentages are notably lower than those found by other investigators and the authors believe that a higher proportion of students at the university are actually sexually active than that suggested by this survey's findings. Among those sexually active, 17% of men and 18% of women were involved in sexual relationships with more than one partner. 68% of the sexually active men and women report using condoms often, 14% of men and 8% of women use contraceptives on an irregular basis, and 18% of men and 25% of women never use contraceptives. The birth control pill and condom were the most widely used methods. 85% of men and 86% of women felt that both partners should be responsible for taking precautions against unwanted pregnancy. These findings indicate that the overwhelming majority of subjects in this study are not at high risk for contracting AIDS. 相似文献
5.
Ernest T. Pascarella 《Research in higher education》1976,4(2):149-163
This study investigated differences in student perceptions of the institutional climate associated with sex, year of enrollment, and the interaction between these two variables. Consistent with previous research, freshmen at both institutions sampled had significantly higher ratings of the climate on an intellectualism/scholarship factor than seniors. On two factors, identified as responsiveness and openness, a significant interaction effect was indicated between sex and class. No significant differences were noted between freshmen men and women; however, senior women were found to have significantly lower mean ratings on these two dimensions than senior men. Thus as length of exposure to the institution increased (comparing freshmen with seniors) assessments of the environmental press by male and female students tended to diverge. 相似文献
6.
We examined the relationship between gender and both job satisfaction and research productivity using data from 1,135 psychology faculty working in 229 academic departments. We found that gender differences in job satisfaction and research productivity were related to elements of the department (i.e., teaching orientation and structure). Overall, women reported lower levels of productivity than their male counterparts. Women also reported higher levels of job satisfaction in more teaching-oriented departments whereas men reported higher levels job satisfaction in more research-oriented departments. We suggest that these findings might be the result of gender differences in preferences with women preferring more socially-oriented positions and men prefer more “things/data”-oriented positions. 相似文献
7.
Liat Kulik 《International journal for the advancement of counseling》1998,20(2):95-111
The article examines intergender and intragender differences in life orientations and attitudes toward work among Israeli students. Data were obtained from 428 respondents in the faculties of engineering and social sciences (psychology and social work) at four universities. Few attitudinal differences were found between the sexes. However, significant intra-gender differences were found, especially between men in gender-typical and atypical careers. In contrast to their "gender-typical" counterparts, the "gender-atypical" men emphasized more traditionally "masculine" orientations such as competitiveness, achievement, independence and control, political activity, and job success. Compared with these groups, the intra-gender differences between the "gender-typical" and "gender atypical" women were less significant. 相似文献
8.
One quarter of the 1958 British Birth cohort attended single‐sex secondary schools. This paper asks whether sex‐segregated schooling had any impact on the experience of gender differences in the labour market in mid‐life. We examine outcomes at age 42, allowing for socio‐economic origins and abilities measured in childhood. We find no net impact of single‐sex schooling on the chances of being employed in 2000, nor on the horizontal or social class segregation of mid‐life occupations. But we do find a positive premium (5%) on the wages of women (but not men), of having attended a single‐sex school. This was accounted for by the relatively good performance of girls‐only school students in post‐16 qualifications, not by the wider range of subjects studied by both girls and boys at single‐sex schools. Men’s labour market attainments were more closely related to attending private schools and to parental class, suggesting that the intergenerational transmission of advantage, while not related to coeducation, is related to gender. 相似文献
9.
Gerald W. McLaughlin Beatrice T. Mahan James R. Montgomery 《Research in higher education》1983,18(2):131-143
In recent years salary equity has been the focus of studies dealing with equity. This paper extends the concept of equity to include faculty instructional activities or work load. In an effort to determine to what extent instructional efforts differed between men and women at a large land-grant university, the following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. When men and women were compared for equity of instructional activity (MANOVA) taking their college into consideration, there was no significant difference by sex or from the interaction of college with sex. When a balancing technique was used to review men and women by departments, again no significant differences were found in the pattern of instructional activity within the group of departments being compared. 相似文献
10.
《校园英语(教研版)》2015,(10)
The differences between men and women is not only biological sex but social gender.Gender gap is produced in a biased society where men and women treated differently behave differently.This paper wishes to analyze different reactions to color of both sexes by taking examples from TV show You Are the One to further gender studies. 相似文献
11.
Linda Serra Hagedorn William Maxwell Philip Rodriguez Dennis Hocevar James Fillpot 《Community College Journal of Research & Practice》2013,37(7):587-598
This study investigated differences in peer and student?faculty relationships of male and female community college students. Men reported more frequent participation in college activities, whereas women reported more frequent involvement in less formal activities such as studying with other students. Women had less difficulty than men meeting and making friends. For both men and women, little student?faculty interaction outside the classroom was reported. 相似文献
12.
Stanley P. Stephenson Jr. 《Research in higher education》1982,17(2):165-178
This is an empirical study of early postenrollment wage determinants of white young men in the 1966 to 1971 period. Data are from the National Longitudinal Survey for young men. The focus is on student labor force status as a determinant of postenrollment wage rates. As such, the results are related to the combined employment and college enrollment goal expressed repeatedly in federal work-study programs from the 1930s to date. Results suggest that work while enrolled may not only support the student, but mitigate transition problems to full-time work after enrollment. The major result, found with OLS multiple regression techniques, is that student job holding significantly and positively increased postenrollment wage rates relative to youth who neither worked nor looked for work as students. This indirect effect implies that the social cost of the college work-study program may be less than the federal outlays if the extra work experience enables a youth to obtain a more productive and higher paying job after enrollment. 相似文献
13.
Amanda J. Holmstrom 《Communication quarterly》2013,61(2):224-238
This study extends research on sex differences and similarities in communication values by examining (a) the influence of sex of friend on ratings of functional communication skills in same-sex and cross-sex friendships, (b) the moderating role of friend's sex in sex differences in evaluations, and (c) the mediating role of psychological gender in sex differences in communication values. Participants (144 men and 148 women) rated the importance of communication skills for either same-sex or cross-sex friends. Results indicate that, although men's and women's ratings of communication skills are similar, participant sex, gender, and sex of friend do exert some influence. 相似文献
14.
Roland P. Chaplain 《教育心理学》1995,15(4):473-489
Using a self‐report questionnaire, a picture of the sources of stress and job satisfaction amongst a sample of 267 teachers, drawn from primary schools in the North and Eastern regions of England, is established. Teachers scored the frequency and intensity of 18 items on a stress scale. A principal components analysis was carried out and three factors were identified: professional concerns, pupil behaviour and attitude and professional tasks. The strongest correlations were found between professional concerns and occupational stress. Biographical factors were examined and significant differences were found between men and women, and teachers of different ages and length of teaching experience. Men reported more stress than women on professional tasks and pupil behaviour and attitude. Women scored higher than men on professional concerns. Just over one‐third of teachers were satisfied with their job. When specific facets of job satisfaction were examined, teachers were most satisfied with their professional performance and least satisfied with teaching resources. Stress and job satisfaction were found to be negatively correlated. High reports of occupational stress were related to low levels of job satisfaction. Attention is drawn to the likely significance of including a frequency as well as intensity measure when considering the experience of stress and to the complex nature of job satisfaction. 相似文献
15.
Joseph R. Ferrari 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):295-305
University undergraduates (84 women, 80 men: M age=19.1 years old) reported school mission and value perceptions, life and/or school mentor relationships, and social desirability tendencies. No significant social desirability effect was obtained. Prote´ge´s with mentors at school and in life (n=52) reported greater cognitive and informational support but equal rates of emotional and tangible support plus modeling of appropriate behaviors as prote´ge´s with mentors from life alone (n=55). Furthermore, prote´ge´s with a mentor in life and at school stated stronger perceptions of their institution's educational mission, a greater sense of campus altruism, and a commitment to lifelong engagement in education than prote´ge´s with mentors from life alone or students with no mentor (n=48). Implications for developing school‐based mentorship initiatives which augment life‐based mentor programs may enhance student understanding of a university's mission and its values are discussed. 相似文献
16.
This study investigated the immediate and delayed attitudinal effects of presenting ninth-grade students with career information and role models in two media forms, slide/tape and print. On an immediate measure, both the slide/tape and print treatments had a significant positive effect on student attitudes toward the suitability of nontraditional careers for both men and women. Students also had more positive attitudes toward nontraditional careers included in their treatment than toward those not included. Attitudes of the print and slide/tape groups did not differ significantly from each other. None of the significant differences were sustained on a delayed test administered 8 days later. Several interactions related to gender of student and job were found. More comprehensive programs involving multiple role models and other career-related activities are recommended to increase the probability of long-term changes in attitudes toward the appropriateness of nontraditional careers. 相似文献
17.
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
18.
Gary L. Filan Morris A. Okun Robert A. Witter 《Community College Journal of Research & Practice》2013,37(2):113-122
Research on job satisfaction among community college faculty has been largely atheoretical. The present study examined the contribution of four sets of factors to explaining faculty job satisfaction in the community college. According to Kalleberg's (1977) theory of job satisfaction, employee's affective reactions to their jobs are largely determined by ascribed social statuses, achieved social statuses, job values, and job rewards. A random sample was drawn of 371 full‐time faculty from a multi‐campus community college district located in a metropolitan area in the Southwest. Nonresponses and partial responses resulted in an effective sample size of 261. A correlation analysis revealed that institutional age and physical safety job value were significantly, inversely related to job satisfaction and that all job rewards were significantly, positively related to job satisfaction. A simultaneous multiple regression analysis indicated that institutional age was a significant, inverse predictor of job satisfaction and that chronological age, and the good supervision and work itself job rewards were significant, positive predictors of job satisfaction. Of the variation in job satisfaction scores accounted for by all predictors, approximately 5% may be attributed to ascribed and achieved social statuses and to job values, and 48% to job rewards. For faculty in the district we surveyed, the keys to promoting job satisfaction would be to enhance the satisfying aspects of the work itself and good supervision. Programs which afford faculty who are less than satisfied with their jobs opportunities to be “origins” rather than “pawns” may be beneficial. 相似文献
19.
What kind of jobs students prefer after having completed their professional education may have important personal and organisational consequences. It is therefore essential to gain a better understanding of the job values they pursue, as well as of the antecedents of such values. In this longitudinal study, we first showed that the job values of the 152 participating Norwegian student nurses and student teachers could be divided into extrinsic job values, such as high salary and good opportunities for advancement, and intrinsic job values, such as good social relations and interesting work. Moreover, we found that an important aspect of academic motivation, that is, students' achievement goals, predicted their job values. Specifically, students adopting performance‐approach goals were more likely to pursue extrinsic job values and students adopting mastery goals were more likely to pursue intrinsic job values. Ways in which the findings address current controversies in the literature on achievement goals are discussed. 相似文献
20.
《Journal of Teaching in Social Work》2013,33(1-2):163-178
ABSTRACT The possibility that gender related educational experiences may be associated with the low percentage of women following administrative careers in social work merits exploration. Using data from an alumni survey, this paper reports on the differing perceptions of experiences by women and men, examines some differences in current professional life, and suggests student advising changes which might encourage women to follow administrative career paths. 相似文献