Women planning to major in computer science: Who are they and what makes them unique?

Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor’s degrees. Understanding women’s low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.     

从女性主义批评到性别批评

性别批评作为一个整合的研究模式,是对女性主义批评的扬弃和发展。性别批评的发展使文学研究扩展到社会性别现象之中,从而对文学作品中的女性和男性的性别建构进行社会文化分析。     

Implementing gender issues in ICT

Abstract

The rapid technological changes caused by Information and Communication Technology (ICT) have a strong impact on societies world-wide. This will lead to changes in the traditional role patterns. In this paper we focus on an academic master course to create gender awareness in ICT development, with a special emphasis on developing countries.

First we analyze the impact of ICT on society, and derive the requirements to introduce new ICT applications. We transform these requirements into course objectives, and discuss and motivate our strategy to obtain these objectives in the master course. Then we decompose the course objectives and derive a course program.     

小学科学课程与ICT文献综述

本文献主要回顾了自1989年以来小学科学课程的发展以及在科学课堂中应用ICT的研究。文章讨论了ICT对小学科学课程中教师与学习者的角色关系、教师的专业知识、程序技能和科学内容之间的平衡、形成性评价的应用等方面所产生的影响。此外,还提供了一套目前ICT被应用于促进优秀科学教学方式的批判性评估。最后,作者提倡要对ICT的各种应用以及它们对促进小学科学课程中儿童的学习有何种促进潜能开展系统研究,并为那些旨在促进儿童小学科学学习经验的软、硬件开发者提出了建议和启示。     

我国现行社会女性就业困难问题探析

我国现行社会女性就业存在的性别歧视、性别隔离及劳动年龄的性别差异等问题,是不可回避的现实矛盾。这对于劳动力资源配置、性别平等、人的自由发展以及社会进步都是不利的。发展生产力、完善政策法规、构建先进的性别文化是促进女性就业的现实路径。     

关于性别角色认同研究的深层思考

在性别角色认同研究中存在不同的研究模式,研究模式的差异导致研究结果之间的分歧。因此,有必要从概念界定、研究工具和对象的选择及影响因素等几个方面明确性别角色认同研究的理论机制,以对该领域研究进行科学规范。     

论性别差异及其教育策略

性别差异指男女两性在心理学方面的不同特点。男女两性不仅存在着生理方面的差异,在心理发展的许多方面也同样客观地存在着一些差异,尤其在性格和行为方式及情感表达等方面差异较为明显。性别差异的形成在更大程度上取决于社会文化因素而非生理因素,必须采取有效的教育措施,使个体的发展既具有男女之共性,也具有男女之个性;既要摆脱性别角色标志的束缚,又不失性别本色。     

女性主义视野中的科学

二十世纪六七十年代,女性主义作为一个学术流派开始介入科学领域,并对传统科学观提出一系列的批评。那么,究竟女性主义与科学的渊源关系如何?他们为什么对科学进行批评?主要批评科学的哪些方面?各个流派女性主义科学观又是怎样的?存在哪些冲突与碰撞?我们该如何看待女性主义科学观?本文尝试在这方面作一些评介,这不仅有助于我们全面了解女性主义与科学的关系,更有助于我们对科学本身进行再认识。     

隔离与潜规则:民国时期女性自杀与社会性别建构

民国时期的社会性别文化是一种复合且复杂的文化形态,对女性产生了多重压迫与逼仄,更有甚者,使得女性走上了自杀之途。对于女性自杀的原因,不能仅作表层分析,而应从社会性别文化的角度做深层的分析。女性自杀乃是受到了社会性别隔离与社会性别潜规则之规训。她们虽然身处现代都市空间,但不平等的社会性别观念与社会性别分工对其影响依然存在,且在都市资本主义消费文化的推波助澜之下,至深且固。     

Not yet where we want to be： South Africa＇s participation in SITES 2006

The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms.     

Effective Integration of ICT in Jordanian Schools: An Analysis of Pedagogical and Contextual Impediments in the Science Classroom

A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using ICT and if they had any internal and external impediments in the way of the effective integration of ICT in the teaching of science. Results showed that some participants were using ICT creatively in their science teaching. However, despite considerable political pressure to increase ICT use in the classroom, most expressed frustration at the lack of ICT tools, support from the school, from the Ministry of Education, and from the surrounding community. The article proposes possible resolutions to help these participants overcome their impediments. Some of the suggested resolutions for the internal impediments include involving teachers in preparing the school’s time-table, equipping the school with more ICT tools and offering more training courses for teachers. However, the suggested resolutions for the external impediments involve (1) The Ministry of Education to rethink the administration of board examinations, (2) The school to sacrifice scoring higher in board examinations for preparing more creative and more versatile students’ perspectives.     

西方女性主义后性别社会理论与实践初探

首先从女性主义者角度指出性别社会存在对男性和女性不利的社会性别分工和角色定型,有必要提出消灭社会性别的后性别社会的概念;然后从生物性别的视角分析性别的多样性,指出两种性别的分类法不能反映世界的本来面目,又根据心理生理社会的解释模式和社会物理学的成果分析社会性别复杂性,解析本能、直觉等概念的经验来源及其性别歧视的成分;最后参考了有关性别平等的一些理论和实践,建议一些通向后性别社会的渠道.     

从巴特勒的性属操演看依利加雷的性别特征

依利加雷和巴特勒是西方大陆女性主义两位重要的代表人物,她们的理论大致可以用"性别"和"性属"这两个概念来区分,依利加雷主要关注的是"性别",而巴特勒主要关注的是"性属",由巴特勒的"性属"深入下去,我们可以领悟到依利加雷"性别"的丰富内涵及其战略意义.     

城市老年人收入的性别差异与性别差别——基于上海市区户籍老年人经济状况调查的分析

2004-2005年上海市区户籍老年人经济状况调查的结果显示,老年人之间的收入状况存在较为明显的性别差异,即各年龄段月均收入1000元及以下者的比例几乎都是女性高于男性,而月均收入1001元及以上者的比例则大多是女性低于男性;80岁以上女性的贫困化倾向较男性更为严重。目前,人生历程研究方法已经被普遍用于探讨老年人问题,这一方法把老年期看作人生历程的一个阶段,主张从老年人的中年期、青年期或更年少时期的经历追溯他们在老年期遭遇问题的形成原因,从老年人经历的社会生活本身探究问题产生的社会根源。利用这一方法对上海市区户籍老年人经济状况调查数据进行的分析表明,性别差异根源于我国特有的性别差别:虽然男女平等观念已被社会普遍接受,但女性的不平等待遇依然存在,其中,家庭劳动领域男女平等法律保障的缺失以及男女不平等的退休制度是造成这种性别差异的主要原因。改革现行的相关制度和政策,既是实现男女平等的前提,也是应对老龄化问题的重要举措。