大学生工程技术素养的性别差异研究 ——以上海市9所高校为例

通过对上海9所高校大学生工程技术素养的问卷调查,采用描述性统计与回归模型分析发现:大学生工程技术素养存在性别刻板印象,男生的工程技术素养显著高于女生。但在具体维度上男女生各有优劣,男生在工程知识、工程实践维度得分显著高于女生,女生在工程伦理维度得分显著高于男生,在工程技术维度,男女生没有显著差异。影响学生工程素养的因素方面,兴趣与职业期望对男女生的工程技术实践、技能均具有显著影响;学科类别、家庭所在地、学校类别对学生的工程技术知识、技能、实践均有不同程度的显著影响。建议从社会层面构建男女平等的文化氛围,加强女大学生工程技术兴趣培养,开设工程技术类通识课程,强化有德性工程师的培养,营造良好的制度环境等方面着手,提升不同性别学生的工程技术素养。     

Perceptions of Counselor Performance: A Comparative Study

Videotaped excerpts of actual counseling interviews were rated using the criteria of empathy, unconditional positive regard, congruence, depth of self-exploration, and counselor effectiveness. Analysis-of-variance techniques indicated no significant differences among the ratings of counselors, counselor educators, and graduate students; there were significant differences among ratings of graduate students in different programs.     

Characteristics of male elementary teachers in the U.S.A., at teacher education program entry and exit

This article reports on two studies that describe the status of male elementary preservice and inservice teachers. One study looked at entering teacher candidates, describing differences between males entering elementary education and other teacher candidates, at three universities in the U.S.A. (n = 936), with three sets of variables: (1) high school background, (2) self-confidence in teaching, and (3) expectations for teacher education. The second study looked at practicing male elementary school teachers who were recent graduates of teacher education programs at 12 different universities (n = 1098), with three sets of variables: (1) career status, (2) ratings of teacher education program quality, and (3) self-evaluation of teaching knowledge and skills. Male elementary candidates were less academically oriented, more self-confident about teaching, and less optimistic about usefulness of courses than other subgroups of entering teacher candidates. Male elementary teachers had lower job satisfaction and less favorable opinions of their teacher education programs than other subgroups of teachers, but were just as sanguine about their level of teaching skill as were the other groups.     

Factors Influencing M.S.W. Students' Interest in Clinical Practice

This study utilizes linear and log‐linear stochastic models to examine the impact that a variety of variables (including graduate education) have on M.S.W. students' desires to work in clinical practice. Data was collected biannually (between 1992 and 1998) from a complete population sample of all students entering and exiting accredited graduate programs of social work in California (n = 5,793). The influences of past practice experiences, professional motivations, socio‐demographic characteristics, ideological affiliations, and education and training experiences while a graduate students were all examined. Findings suggest that there is tremendous commonality in the variability of interest toward doing clinical practice among all student groups both before and after the completion of graduate studies. Male and female students, students of varied ethnic, social class and political identifications/affiliations, along with students of varied ages did not differ in their desire or interest to engage in clinical practice. The desire to prepare for private practice had the strongest influence—that was maintained over the course of their education—on students' interests in clinical social work. Desires to work with the poor were not associated with students' desires to be clinicians who wish to apply their trade across a wide variety of problems and populations.     

Gender differences in teacher-student interactions in science classrooms

Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.     

Peer Ratings Revisited

The present study compares the differences in peer and supervisory judgments of counselor trainees in both guidance institutes and regular program groups. The key conclusion of the study is that institute supervisors and institute members have significantly higher positive agreement (r = .77) on who is a good counselor than that found among supervisors and students in a regular education program, where (r = .46).     

Using Markov Chain Analyses in Counselor Education Research

This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored.     

Counselor Candidates and Graduate Students in Education: A Comparison of Characteristics

46 graduate students who had indicated that their major interest was teaching were compared with 47 graduate students who had indicated that their major interest was counseling. All subjects were given five scales as part of their course work in educational tests and measurements. These scales yielded 32 subtests on which comparisons between the groups were made. The groups differed on six of the subtests. Three of the variables on which the groups differed were interest measures. A further comparison was made between the counselor candidates who had a practicum and those who had not. Little difference was found between these groups on the variables investigated.     

Gender Differences in the Experience of Higher Education: quantitative and qualitative approaches

This paper reviews the evidence for differences between men and women in their experience of higher education. It is generally agreed that students manifest a number of different approaches to learning, and these have been operationalised in terms of quantitative measures derived from responses to formal questionnaires. Nevertheless, there is little consistent or valid evidence for gender differences in the responses to these instruments. Other researchers have used qualitative methodologies in order to identify different stages of intellectual development among students in higher education. Their findings indicate the existence of parallel, but distinct developmental schemes in male and female students.     

Availability and Representation of Women in Counselor Education with Strategies for Recruitment,Selection, and Advancement

In this article the progress toward increasing representation and improving the status of women in counselor education and higher education in general is reported. Strategies and action steps for recruiting, selecting, and advancing female faculty members are also presented. These approaches can be used by counselor education departments or individuals interested in cultivating and maintaining an environment that is conducive to obtaining maximum potential of female faculty members.     

The Use of Intelligence Tests in the Grading of School Children

Abstract

The motion that the personality of counselors was an Important factor In counseling had been described In recent articled. To explore this notion furthers counselor reaponses to the Edwards Personal Preference Schedule were compared with reaponses of other reference groups. Men and women counselors differed significantly from college and general adult populations on certain EPPS variables. Also, the profiled of men and women counaelora were more almllar on EPPS variables than non-counaelor men and women.

Suggested Interpretation of the differenced made aenae In terms of preaent public school counselor roles and taaka. It was concluded that persons who become public achool counselors may be different In certain basic need structures. The problems of relationship between self-report responses and manifested behavior, and the prediction of behavior with such data were discussed.     

Following the instructions!: Effects of gender beliefs in mental rotation

Research has widely demonstrated male superiority in the Mental Rotation Test (MRT). Various explanations have been put forward to account for these differences. We considered gender beliefs and argued that women may fare less well than men partly because they are considered unable to perform this kind of task. Beliefs about spatial ability were experimentally manipulated in samples of 107 female and of 90 male high-school students, divided into three groups, following the instructions: men are better, women are better, general (with no gender reference). Our data show that women who expect to be more able than men and men who expect to be more able than women outperformed their counterparts. MRT performance fell for those expecting to be less able. The effects of induced beliefs on cognitive performance are stressed, particularly in the educational context.     

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.     

Evaluation of a technique to introduce the use of software in chemical engineering

The authors describe a teaching technique to introduce students of the last two courses of chemical engineering studies to the use of extensive software to simulate chemical processes, using a personal computer and a conventional audiovisual room instead of a mainframe. This teaching technique is analysed through the students' answers to a 22-item Likert-type questionnaire. A general analysis is given for two groups exposed to different class time. The group exposed to the long period was more positive about the teaching process. In both groups, analysis showed that the women evaluate the teaching technique more favourably than men. Gender differences were also found in the item analysis. The results show that the female subgroup scored positively all items for the long period group and was more adaptable to the new teaching situation.     

College Counseling Center Clients' Expectations About Counseling: How They Relate to Depression,Hopelessness, and Actual‐Ideal Self‐Discrepancies

Clients' expectations affect many aspects of counseling. This study examined relationships between depression, hopelessness, actual‐ideal self‐discrepancies (AISDs), and clients' expectations about counseling among 80 college students. Less hopeless participants expected more improvement from and more commitment to counseling. No significant relationships were found between depression or AISDs and expectations among the original sample. Among graduate students, AISDs related to counselor nurturance expectations. Implications for college counselors are discussed.     

我国高等教育机会、学业及就业的性别比较

本文通过对1998年和2003年两次全国性高校毕业生调查数据的分析，对我国高等学校学生入学机会、学业成绩和就业结果的性别差异及其变化趋势进行了比较分析，发现男女在学业成绩和就业收入等方面并没有显著差异，但在入学机会和就业率方面女性则明显低于男性，而较低的高考成绩和较少的工作机会则是造成这种差异的重要原因之一。     

Degree and gender distinctions among Indonesian graduate officials

A study of Indonesian graduate officials shows pervasive differences between the holders of the Sarjana Muda, or Bachelor, degree, and those with the Sarjana, or Master's and other higher degrees (in what follows referred to as Bachelors and Highers), also between men and women holders of either level of degree.The Bachelors were younger than the Highers, and the women younger than the men, the youngest group therefore being the women Bachelors. Most Bachelors had graduated from academies and institutes; most Highers from the universities. The five leading state universities were responsible for a smaller proportion of women than of men Highers. Few of these institutions at either Bachelor of Higher level were in the private sector; these were favoured more by men than by women, and by Highers rather than Bachelors.Most graduates had been trained in secular, not religious, institutions (these were mostly Islamic). There were unimportant differences between the genders in this regard at Bachelor level; at Higher, a larger proportion of men had graduated from religious colleges.Relatively more women than men were graduates of the I.K.I.P., or teacher training colleges, while the reverse applied in the case of the academies and institutes, often offering other vocational qualifications. Bachelor graduates from the IKIP had lower salaries than those from the universities and academies; higher graduates from the universities were better paid than those from the other institutions.The most popular degree subjects, at Bachelor level, were those useful for teaching and administration; and also economics (which includes accountancy). There were slight differences between the genders, the women tending to favour teaching subjects, the men those useful for other occupations. At Higher level, while the Social Sciences and Economics remained popular, Medicine and Law assumed greater importance. There were more pronounced differences between the genders in certain subjects. The Behavioural and Social Sciences, Economics, Agriculture, and Engineering were relatively more popular with the men; the reverse applied for Education and Medicine; choices perhaps in part reflecting traditional conceptions of professions open to men and to women.Among Bachelors, vocational subjects were associated with better chances of promotion to the upper salary grades. Higher degree subjects which performed a similar function were those more closely connected with government administration and tertiary teaching. In either case these subjects had been studied by only a minority of the sample.Over half the sample of Bachelors was engaged in either teaching or educational administration, with a further three in ten occupied with government. Nearly seven out of 10 women were employed in the former occupations; their other preference was for Medicine. At higher degree level there were relatively more men than women in general administration. While there was a higher proportion of women in education as a whole, this was not true for the tertiary level, where the proportions of the genders was very similar. Also, in contrast with the situation among Bachelors, there was a much higher proportion of men in Medicine and in the Judiciary. In passing, we note that the distribution of jobs held by graduates from Islamic institutions does not differ significantly from that of the general body of graduate officials.More than 50% of the Bachelors were employed by the Departments of Education and of Religion, with over a fifth in the major administrative departments of government. However, the differences between the genders were important. Three fifths of the women were employed by Education, as against two fifths of the men, and only one tenth of the women were to be found in government administration, against a quarter of the men.At Higher level, two fifths of the graduates were in either Education or Religion, but otherwise much more evenly distributed across departments. If anything, there was a higher proportion of women than of men to be found in all departments with the major exception of Health, and the minor one of Education, where the reverse applied.     

Counselor Candidate Personal Change and the Communication of Facilitative Dimensions

This study related counselor candidates' propensity for personal change prior to training and personal change assessed during training with the level of facilitative dimensions communicated by the candidates after training. As hypothesized, the results showed that candidates who provided higher levels of facilitative dimensions subsequent to training had been more open to personal change prior to training and had experienced more personal change during training than did students who communicated low levels of facilitative dimensions. Explanations of the findings and implications for counselor education are discussed.