Women Scientists in Academia: Geographically Constrained to Big Cities, College Clusters, or the Coasts?

Women scientists in academia have been shown to be less geographically mobile than their male counterparts, a factor that may exacerbate gender inequities in faculty representation, tenure, and salary. This study examines the extent to which the jobs of academic women scientists are disproportionately concentrated in large cities, areas with many colleges and universities, and regions where most doctorates are granted. We also investigate whether jobs in these locations affect salary, tenure, full-time faculty status, and employment outside one's field of training in ways that differ for women and men. Our analysis is guided by arguments that geographic constraints on women's mobility are rooted in social factors, such as gender roles and mate selection patterns. Data are drawn from over 13,000 faculty respondents in the national Survey of Doctoral Recipients, representing 22 science and engineering disciplines and over 1,000 4-year colleges or universities. Regression analysis reveals that, irrespective of their family status, women faculty are more likely than their male counterparts to reside in doctoral production centers, areas with large clusters of colleges, and large cities. Responsibility for children intensifies women's geographic concentration more than marriage does and in ways that differ from men. Geographic concentration also appears generally more harmful to women's careers than to men's. Women in doctoral production centers are less likely to have tenure and more likely to work part time; those in larger cities are more likely to be in jobs off the tenure track. Locales with many colleges appear to present somewhat better career prospects for women.     

Do It Your Way: Advice from Senior Academic Women

An open-ended question requesting advice for women students and women beginning careers in higher education was distributed to senior women faculty and administrators who began their careers around 1970. Responses were obtained from 94 women, averaging about three different pieces of advice per respondent. This advice was then categorized as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, these successful women exhibited optimism about women's progress, which they themselves are positioned to facilitate.     

Gender Gaps in North American Research Productivity: Examining Faculty Publication Rates in Mexico,Canada, and the U.S.

The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty.     

中国妇女史:从研究走向学科化

回顾20中国妇女史发展的历程，面对新世纪女女学蓬勃发展的全球景观，如何在本土化与学科化的双重努力中实现自己的目标？本文认为，20世纪初中国妇女史研究的兴起是在现代化的社会和学术语境下展开的，80年代中期开始了妇女学背景下的史学关注；90年代初期引入了社会性别（gender)重要的分析范畴，同时，妇女学的全球视野更要求研究者从普遍认为有效的理念框架，基本概念，研究方法中主动选择并运用于本土研究，面对这一趋势和史学遗产，妇女史学者在继承，借鉴，创新以建立本土妇女史学科中，应尽快突破理论和研究方法上的多重困惑和挑战，开展妇女－社会性别史的研究和教学活动，以进入主流史学并纳入教育主流。     

Market Movements and the Dispossessed: Race,Identity, and Subaltern Agency among Black Women Voucher Advocates

Critical educational researchers in the United States and elsewhere are missing something essential in their inattention to considerable support among Black urban women for market-based educational reforms, including vouchers. While the educational left has engaged in important empirical and theoretical work demonstrating the particularly negative impact of educational marketization on the disenfranchised, not enough attention has been paid to the crucial role the educationally dispossessed have actually played in building these otherwise conservative reforms. Engaging with Michael Apple’s arguments concerning processes of identity formation within conservative movement-making, we can begin to conceptualize the importance of subaltern groups in market-based educational reforms. Yet ethnographic work conducted with Black voucher mothers, school officials, and community leaders in Milwaukee, Wisconsin, shows that this subaltern process of conservative formation does not always occur in the manner theorized by Apple and his colleague Anita Oliver, in which ideologically relatively unformed parents and families are “pushed” to the Right by an intransigent state. Although the conceptual tools they provide are the foundation of our ability to imagine a more compelling theorization of dynamics and social actors in Milwaukee, significant conceptual—not to mention empirical—work remains to be done. In this essay I renovate Apple and Oliver’s arguments concerning conservative modernization in order to make them more resonant with the processes of race, gender, subaltern identity formation and agency evident in my ethnographic field research with low-income African-American women choosing vouchers for their families in Milwaukee, Wisconsin. Aided by critical, feminist, and post-structural theorists both within and outside educational disciplines I assess the utility and limitations of Apple and Oliver’s framework in explaining the mobilization around ‘parental choice’ and vouchers in Milwaukee. Based on my conceptual and empirical findings, I retheorize pro-voucher African-American politicians, community leaders, and poor and working class women (and their families) as representative of a subaltern ‘third force’ in conservative formation. Their tactical investments in fleeting conservative alliances and subject positions, I argue, are likely to play an increasingly significant role in educational and social reform both in the United States and elsewhere. Thomas C. Pedroni is an assistant professor of secondary social studies methods, educational foundations, curriculum theory, and qualitative research methodology at Utah State University. His recent research has centered on issues of identity formation and subaltern agency among urban low-income predominantly African-American and Latino parents within otherwise largely conservative coalitions for publicly financed private school vouchers. His research interests also include the development of composite critical and post-structural approaches in educational theory and research, the identification of persistent exclusionary power/knowledge regimes in state-level educational reforms, and the analysis of the increasing colonization of the global educational sphere by neo-liberal and managerial forms.     

事实、数据与思考:湖北省女性科技人才队伍的现状

从包容性发展这个视角,考察十一五期间湖北省女性科技人才队伍发展,推进新一轮五年规划期科技领域的性别和谐与可持续发展,在男女平等的政策框架下,让更多女性科技人才共享资源、共同发展,是该文研究的意义。通过深入全面调研、访谈及参考有关统计资料,基本掌握了湖北省女性科技人才队伍建设现状,其包容性发展的视角、详实的数据、可操作的建议,是政策创新的有效基石。     

Women,literacy and health: comparing health and education sectoral approaches in Nepal

Functional adult literacy interventions have been regarded for many decades by policy makers as an effective way of imparting health knowledge. Supported by research on the statistical relationships between women’s literacy rates and health indicators, this dominant policy discourse is based on assumptions that non-literate women lack understanding and confidence, and that formal programmes and institutions constitute the main sites of learning. Proposing a broader conceptualisation of literacy as a social practice and of health as connected with social justice, this article draws on policy analysis and the authors’ earlier research in Nepal to re-examine the relationship between gender, literacy and health. By comparing health and literacy approaches used within the education and health sectors and taking account of new and indigenous informal learning practices, the article points to ways of investigating the complex interaction of factors that influence inequalities in gender and health at community level.     

Schools, school quality and achievement growth: Evidence from the Philippines

A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth.     

School crowding,year-round schooling,and mobile classroom use: Evidence from North Carolina

This study exploits a unique policy environment and a large panel dataset to evaluate the impact of school crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track year-round calendars and mobile classrooms. We estimate a multi-level fixed effects model to identify effects that are not confounded by other school, family, and individual characteristics. Results suggest that severely crowded schools have a negative impact on reading achievement but have no discernable impact on math achievement. Both mobile classrooms and year-round calendars are found to have a small negative impact on achievement in the absence of crowding, but a positive impact in crowded schools, though these policies are only able to partially offset the negative impact of crowding.     

Rationality, Information Search and Choice in Higher Education: Evidence from Greece

The paper presents the findings of a study of the decision-making process which precedes the choice of a university in Greece. Specifically, the degree of rationality exhibited by prospective students is assessed in an attempt to provide a test for the economic approach to the explanation of human behaviour. Information search is used as an indication of rationality and measured through a survey conducted among 220 university students in the academic year 2003/2004. The findings provide weak support for the rationality postulate in that they indicate that more than 40% of respondents could not be classified as information seekers. Logistic regression analysis was used in order to identify characteristics associated with the propensity to engage in information search: high socioeconomic status students, students who perceived the decision as important, and students who had acquired information prior to the choice of a university were found to be more likely to engage in information search. The paper draws attention to the limitations of the economic rational man model of human behaviour and discusses the implications of the findings for the promotional strategy of universities.     

预期收入、风险与教育选择——来自北京六所高校的经验证据

在教育经济学研究领域,传统的教育选择研究文献往往假定个体只考虑教育收益,忽视了投资风险的真实存在。已有文献对教育选择行为的预期假定存在较大差异,强加在个体身上的假定可能导致对教育选择行为的不正确推论,而使用个体主观预期数据替代这些假定能更准确地分析个体教育决策行为。采用2007年在北京六所高校所做的"研究生教育态度的调查",利用预期收入、风险数据对北京高校大学生的研究生教育选择问题进行的实证研究发现,预期收入对选择研究生教育有显著影响,而风险对教育选择的影响却不尽相同:收入风险对于教育选择的影响不明显,主观风险对选择研究生教育则有负效应。此外,还发现就业率是大学生决定是否进一步接受教育的重要因素,所学专业就业率越高,选择继续接受研究生教育的愿望越小。上述研究结果暗示,政府相关部门应定期公布劳动力市场数据,便于大学毕业生对收入和就业状况形成合理预期,从而对未来的教育作出理性选择,有效发挥人力资本的作用。     

出生时段、相对年龄与学校生活质量：来自PISA-上海的经验证据

利用PISA-上海(2012)的数据,基于教育生产函数的解释框架,本文检验了学校生活中的相对年龄效应。研究发现,在严格遵守入学政策并正常升级的情况下,同一年级中相对年龄较大的学生在认知(数学、阅读和科学)和非认知(未来教育期望)等若干身心发展指标上均表现更优秀。IV估计结果表明,学校生活质量的“相对年龄效应”具有内生性,OLS/MLE低估了年龄的实际影响。     

资产注入、隧道转移与公司价值——基于中国证券市场非公开发行的实证分析

大股东对上市公司存在着明显的超控状态和天然的信息不对称优势,在公司的决策中很难遇到中小股东的阻力,因此,他们就具备利用中小股东的利益来为自己获得隐蔽的超额收益的机会。在此背景下,实证研究结果表明:(1)大股东利用非公开发行机会,虚增注入资产价值,侵害上市公司中小股东利益的现象普遍存在;(2)被控股股东"掏空"利益的上市公司无论是在非公开发行的"窗口期"还是在随后的表现,累积超额收益率均低于未被控股股东掏空的上市公司;(3)非公开发行股票占原有上市公司股份的比例与非公开发行公司的市场表现有显著的正相关关系。     

教育人力资本积累、分布与经济增长动能的转换——来自新中国70年的经验证据

借助新中国成立以来的历史数据,分析70年间中国经济高速增长的主要动能及其转换过程。通过数理推导,首先扩展出含有人力资本分布的经济增长模型,然后对各个历史时期的增长动能进行分解,发现实物资本对经济增长始终具有重要的促进作用,人力资本则在20世纪90年代后开始显著促进经济增长,逐渐成为保持中国经济持续增长的新动能。人力资本分布对经济增长的影响以人力资本积累产生显著作用为前提,分布的平衡化有利于人力资本的积累和溢出效应,进而间接促进经济增长,但促进中国经济增长的人力资本结构不是按照受教育程度“阶梯型”分布,而是“剪刀型”分布。因此,应当将人力资本作为经济增长新旧动能转换的着力点,进一步优化教育资源投入,改善人力资本结构,使人力资本积累及其结构更好地耦合产业结构调整和升级,更有效地赋能经济增长。