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1.
Becky Francis Barbara Read Lindsay Melling Jocelyn Robson 《British Journal of Sociology of Education》2003,24(3):357-373
It has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project that examined this issue, and explores lecturers' perceptions of gender and undergraduate writing. It shows that, in the case of 'second-class' awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided. 相似文献
2.
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
3.
女大学教师与工作相关的压力源研究 总被引：13，自引：0，他引：13
张莉莉 《清华大学教育研究》2003,24(4):44-50
中国正处在急剧的社会转型期，在此过程中，大学教师面对更高的发展要求和现实挑战。研究性大学中，教师的压力更为明显。本研究在七所研究性大学中发放了500多份问卷，结果显示，总的来看，男女大学教师在工作和生活上面对较大压力，最主要的压力源来自外在的职业回报和内在的职业发展与研究需要。研究还证明女教师在事业与生活的冲突、职业发展和性别障碍三个方面比男教师遇到更大的压力和挑战。 相似文献
4.
Abigail Powell Andrew Dainty Barbara Bagilhole 《European Journal of Engineering Education》2012,37(6):541-556
In the UK, women remain under-represented in engineering and technology (E&T). Research has, therefore, investigated barriers and solutions to women's recruitment, retention and progression. Recruitment into the sector may be supported by exploring the career decisions of women and men who have chosen to study E&T. Triangulating quantitative and qualitative data from E&T students at a UK university, this paper examines the gendered nature of career choice narratives. It finds that women often maintain contradictory views; upholding gendered stereotypes about women's suitability for the so-called masculine work, yet also subscribing to ideals that the sector is accessible to all who wish to work in it. This is explained using an individualist framework in which women construct an autonomous sense of self, yet are also shaped by a gendered self. Women's discourse around career choice, therefore, reveals the problematic nature of gender norms for achieving gender equity in E&T. 相似文献
5.
This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women’s academic careers. 相似文献
6.
ABSTRACT In 1995 a research team interviewed a cross-section of academics and senior managers in an Australian public university about their perception of the attributes of success. A number of different views emerged. Respondents who felt the system was reasonable saw the successful academic as someone who was productive, hard-working, strategic and able to adopt a university-wide perspective. Those who saw the system as flawed, identified success in negative terms, speaking of 'careerism' and selfishness. This group also spoke of institutional discrimination. These responses were differently articulated by senior managers, and by male and female, and senior and junior, academics. The article discusses these responses. It concludes with an analysis of the way gender constructs patterns of academic and managerial success within universities, and argues that in a profoundly gendered fashion production is privileged over reproduction and output over process. 相似文献
7.
Eustella Bhalalusesa 《Gender and education》1998,10(1):21-33
ABSTRACT Little research has focused on women's career and professional development in developing countries. In this study, six overseas women doctorate students from a range of developing countries were interviewed in order to ascertain their experiences and the challenges they face as a result of undertaking higher academic studies. The study demonstrated that despite their cultural diversity, the women had many characteristics in common. They had the intrinsic motivation to succeed in their career and professional development as independent persons. However, due to the traditional values and cultural expectations of their societies, they felt that starting and maintaining a family was imperative. Success in both needed a combination of hard work, diligence, and determination. The study called for gender sensitisation, especially in developing countries where the analysis of gender issues is still in its infancy. Both men and women need to be aware that women as well as men have career aspirations and that it is possible to share family and other responsibilities. 相似文献
8.
Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities. 相似文献
9.
In 1990s Britain girls consistently outperform boys in examinations at 16 + . This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspirations are still highly gendered, that boys still dominate the classroom environment, that boys' laddish behaviour can have a negative effect on girls' learning, and that some teachers have lower expectations of girls and find boys more stimulating to teach. In short, the gender debate has been captured by those concerned predominantly with male underachievement, leaving girls to make the best they can in what often continues to be a male-dominated environment. 相似文献
10.
Carmen García Villa Elsa M. González y González 《International journal of qualitative studies in education》2014,27(8):1044-1061
The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was the focus of this study. Findings for this study are presented in two sections. We first describe how female students have an extra burden dealing with the possibility that their performance might confirm the stereotype of female inferiority in math and science and that they may be judged according to that stereotype. Secondly, we describe the challenges faced by female students in engineering colleges in Mexico, namely, a demanding academic curriculum, and competitive and individualistic environment. This study illustrates how successful female students negotiated the gendered expectations in engineering in Mexican engineering programs, and how they use resistance strategies like academic success to become accepted in the male-dominated engineering environment. 相似文献
11.
The discursive practices of physical education reflect not only the expectations and constraints of discourses in the wider society, educational organizations and bureaucracies, but also the pervasive influences of working with and within sport. Within physical education, and specifically in the lives, work and careers of physical education teachers, in what ways are gender dualisms breaking down and in what ways are powerful gendered discourses still influential? This paper will outline results from research on teachers’ work, careers and leadership in physical education, with a particular focus on gendered patterns. A mixed methods research design was used with 556 female and male participants in the quantitative phase and 17 participants in the qualitative phase. Some of the results challenged gender dualistic ways of thinking about physical education teachers’ work, careers and leadership while other results indicated ways in which powerful dominant discourses still shape gendered patterns. 相似文献
12.
13.
Hsiao-jung Li 《Asia Pacific Journal of Education》2016,36(4):518-532
This article examines the masculinization of discipline and its interplay with power in the primary school through an exploration of teachers' gender and disciplinary work and roles by drawing on data from an ethnographic study conducted at a primary school in Taiwan. The research findings suggest that discipline was men's work due to women distancing themselves from discipline, the physical advantages of men and masculinity, and parental expectations. However, negative feelings and pressure towards disciplining were also revealed by men. This research evidence also indicates women were, or could be, as tough disciplinarians as men. More importantly, the masculinization of disciplining work and roles was linked to male domination in power. The teacher workplace culture may help to explain discipline as men's work and power as gendered. 相似文献
14.
This study charted the development of gendered personality qualities, activity interests, and attitudes across adolescence (approximately ages 9–18) among 319 African‐American youth from 166 families. The relations between daily time spent with father, mother, and male and female peers—the gendered contexts of youth's daily activities—and (changes in) these gender role orientations were also assessed. Boys and girls differed in their gender role orientations in stereotypical ways: interest in masculine and feminine activities, and attitude traditionality generally declined, but instrumentality increased across adolescence and expressivity first increased and later decreased. Some gender differences and variations in change were conditioned by time spent with same‐ and other‐sex gender parents and peers. The most consistent pattern was time with male peers predicting boys' stereotypical characteristics. 相似文献
15.
Thi Lan Huong Nguyen 《Higher Education》2013,66(1):123-138
Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers’ career advancement in developing countries like Vietnam. This paper reports on an exploratory study of a research project funded by the Cambridge—Viet Nam Women Leadership Programme, which aims to advance an understanding of the status of, and identify strategies to empower, female academic managers in Vietnamese higher education. The focus of this paper is on university leaders and female Deans’ perceptions of the barriers to female academic Deanship and female Deans’ reflections on the facilitators for their career advancement. The study found that the main barriers are strong family obligations, negative gender stereotypes regarding females as leaders, and female academics’ unwillingness to take management positions. The major facilitators of female Deans’ career advancement are self-effort, strong family support, and, what is perceived to be, a favourable or ‘lucky’ selection context. The paper provides empirical evidence to support the view that family support is a crucial factor for female academic career advancement in Vietnam. Women are both an agent and an object of change in empowering female academic leadership. 相似文献
16.
Anna T. Danielsson 《Gender and education》2012,24(1):25-39
This article explores what it can mean to be a woman physics student. A case study approach is used to explore how five women who are studying physics at a Swedish university simultaneously negotiate their doing of physics and their doing of gender. By conceptualising both gender and learning as aspects of identity formation, the analysis of the interviews with the five women offers insights into the nuances and complexities of how women relate to the gendered disciplinary culture of physics. This contrasts how research on gender and physics education has been predominantly concerned with comparisons of female and male students' attitudes and/or achievements. Furthermore, the analysis brings to the fore how it is not just the masculine connotations of physics that shape the experiences of the five women, but also the expectations on female physics students. 相似文献
17.
Although the number of women in management and administrative positions in all sectors of the economy is increasing over time, the majority of senior positions are still held by men. The lack of women role models in high management and administrative positions has been well documented, as has the lack of women faculty in many academic departments, and barriers to women's leadership due to male‐orientated organizational expectations. Research has shown that mentoring can significantly enhance income and promotion possibilities for individuals experiencing these relationships. In academe, mentoring awareness can reduce barriers to women's career advancement, tenure and pay. The objectives of this study were to explore mentoring functions senior women provided to their juniors and identify mentoring limitations women faced in academe. Senior women favored career mentoring and provided less psychosocial support. Subsequently, the classical mentoring experience is not realized. Research findings suggested recommendations for academic institutions interested in utilizing this strategy to advance women. 相似文献
18.
Christine Bieri Buschor Christa Kappler Andrea Keck Frei Simone Berweger 《Gender and education》2014,26(7):743-758
The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'. 相似文献
19.
Tara Fenwick 《Gender and education》2004,16(2):169-185
Policies hailing lifelong learning in the so‐called New Economy promote equitable knowledge work and work‐related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is ‘resolved’ in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning opportunities. Indeed, familiar issues of women, work and learning are exacerbated in the changing contexts and designs of work comprising the so‐called New Economy. This is argued in the frame of Canada's most recent policies on work and learning, drawing from contemporary Canadian studies and statistics to underline the point. Current provisions for girls' and women's vocational education in Canada are assessed in light of these issues, focusing on particular learning needs of girls and gendered issues they face in entering the labour market of the New Economy. To move beyond a critical analysis and outline a possible way forward, four directions for change are suggested: more gender‐sensitive career education for girls; sponsored vocational education for women; management education in gendered issues arising in the changing economy; and critical vocational education in both schools and workplaces. 相似文献