职场环境与职业发展的性别比较——基于新浪网的调查分析

基于2009年＂职场环境和两性职业发展状况＂的网络调查数据,采用统计描述的方法,对职业领域性别平等的现实状况以及从业者在职场中的感受和愿望的差异进行实证研究。主要结论是：1.男女平等在我国职业领域取得了进步,但两性在就业的行业、职务、收入水平和发展机会方面仍存在明显差异。2.对于职场中性别生存和发展状况的感受和认识,在性别之间存在明显的差异,在不同年龄、不同受教育程度、不同收入水平的群体中也存在差异;女性在职场中的边缘状况与其愿望之间存在着正相关性;传统的性别刻板印象在人们给性别职业角色定位时依然发挥着框架和模板的作用。这些因素对职业领域的性别平等产生影响。     

Gender differences in adult numeracy skills: what is the role of education?

Previous research suggests that as societies empower women educationally, gender differences in numeracy skills will decline. Using direct measures of 56,142 adults’ numeracy skills from the Programme for International Assessment for Adult Competencies (PIAAC), this article studies whether this claim is evidenced across 20 Organisation for Economic Co-operation and Development (OECD) countries. Results show that in many countries, as education has equalised over generations, gender differences in adult numeracy skills have indeed declined. However, women’s advances in education have not always been matched by a reduction in the gender difference in adult numeracy. Contrary to expectations, gender differences in fields of study in further and higher education cannot systematically explain gender differences in adult numeracy. This suggests that to achieve gender equality in numeracy skills, societies must do more than empower women educationally. More research is needed on the educational policies, contextual, and life course factors contributing to gender differences in adult numeracy in post-industrial societies.     

Does Gender Matter? an Exploratory Study of Perspectives Across Genders, Age and Education

Using a convenience sample and survey research methods, the authors seek to better understand how perspectives on gender are shaped by individuals’ age, level of education and gender. Study participants responded in writing to scenarios and survey questions, revealing their personal views on gender as an identity category and as a marker in the social hierarchy. Analysis indicated that there were differences between male and female views on these dimensions of gender, and that age and educational levels were also influential. While younger respondents from both genders demonstrated flexibility in their definitions of gender and expressed strong support for gender equality, they were noticeably lacking in their knowledge of the historical context of gender relations and did not show the skills required to realise their ideals of gender equality, especially when compared to older respondents of both genders with higher levels of educational attainment.     

对当前体育教育中性别不平等问题的思考

随着我国女性学的兴起和发展,＂教育性别平等＂已成为女性主义教育研究者的一个重要课题。通过将社会学范畴的女性学中关于社会性别的理论引进学校体育教育领域,采用文献资料法和专家访谈法,从女性的性别视角对我国目前学校体育教育中存在的性别不平等和忽视性别差异的问题进行考察,对其现象和原因进行探讨与分析。     

《宁波大学学报》（教育科学版）2020总目次

经过历次课程变革,我国高中学段课程结构日趋科学完善。课程结构演变中,外在显性逻辑和内在隐性逻辑和谐统一。外在显性逻辑以时间为线索,不同历史时期呈现出特定条件下课程结构的价值取向和结构形态的发展规律,分别为政治导向的单一性课程结构、劳动导向的精简化课程结构、知识导向的学科性课程结构、人本导向的综合化课程结构、素养导向的多样化课程结构。内在隐性逻辑以体系本身的要素来构建,逻辑动力上的取向转变、逻辑要素上的立体层递、逻辑本质上的知识控制,从一元孤立到宏观、中观、微观层级系统建构。隐性逻辑是因,显性逻辑是果。课程结构的改进不仅需要理论研究、优化框架等结构内部动因的科学建构,也需要评价机制、教师观念等结构外部因素的有效保障。     

Exploring the possibilities of gender equality pedagogy in an era of marketization

In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades.     

Shaping a gender equality policy in higher education: which human capabilities matter?

South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development.     

Contradictory values in doctoral education: a study of gender composition in disciplines in Swedish academia

Contradictory values in the Swedish doctoral education system are analysed through an interview and survey study of different academic disciplines: female-dominated, mixed and male-dominated. The focus is directed towards how the selected disciplines conduct application and selection processes in doctoral education and special attention is given to values regarding doctoral ideals, what a successful thesis should be like, how gender balance or imbalance is explained, and how activities aiming at gender equality are carried out. In the findings of this study, some specific patterns that show gendered discipline cultures in relation to doctoral education are apparent. The analysis shows an unclear or ambivalent view on gender and gender equality work in doctoral educations. In many of the issues investigated, essentialist views on gender emerge and a focus on gender differences is evident. The implicit assumption is that men and women are different and contribute to the discipline in disparate ways. The effectiveness of gender-specific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.     

Gender segregation in the employment of higher education graduates

This article examines the employment and placement in the working life of Finnish higher education graduates (i.e. graduates from universities and polytechnics), focusing on gender equality. It reports a study on gender segregation in higher education and working life, considered in relation to Nordic gender equality policies. The data were gathered via a questionnaire administered to graduates in business and administration (n?=?1067) and in technology (n?=?1087), three years after their graduation. The results showed that men were able to secure permanent and full-time employment more often than women, and men achieved better correspondence between their degree and their employment. However, gender divergence manifested differently in polytechnics and universities; thus a higher (Master’s) university degree seemed to have a compensating influence on the effect of gender. Despite Nordic equality policies, female and male graduates were placed in the labour market according to tendences of gender segregation.     

墨西哥教育平等:现状、对策与启示

墨西哥教育不平等通过其教育贫富差距、教育地区差距、教育性别差异彰显出来。为此,墨西哥政府通过政策规约、法律保障、措施落实以实现人民对教育平等的诉求。本研究通过把脉墨西哥教育平等背景、现状、对策,透视发展中国家新自由主义政策与教育不平等、教育现代化与教育平等的两难困境,揭示发展中国家教育平等、教育公平到教育质量之发展理路。     

论性别敏感教育

如何认识性别与性别平等,如何对待性别差异是性别教育实施的重要前提.以性别中立与性别化教育为代表的传统性别教育模式,其性别概念认知是片面的,性别平等诉求是模糊的,实施方式是扁平化的,育人成效背离了育人目标.性别敏感教育在反思传统性别教育局限的基础上,结合女性主义对性别分析,认识到性别是由生理性别和社会性别建构而成,强调性...     

Understandings of gender and education in the political and cultural context: the case of Afghan students in an MA (education) programme

Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008–2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions.     

Gender equality in education: Definitions and measurements

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice].     

德国职业教育与培训中性别刻板印象及应对

以严密标准、系统完整、融汇互通的顶层设计为基础,利用"双元制"确保劳动力再生产质量,通过人才素养与劳动力市场的紧密联系来保障就业,德国职业教育与培训体系的优势显著。但职业性别刻板印象仍广泛存在,使德国教育和就业系统中出现显著的性别差异,加剧了德国劳动力市场风险,不利于职业教育与培训体系的持续健康发展。对此,德国发挥学术界先锋作用,利用研究佐证克服职业性别刻板印象的必要性和迫切性;采取结构调整措施增强"双元制"的吸引力,改善职业教育与培训性别差异;并从不同教育阶段着手帮助学生建立性别平等观念,消解职业性别刻板印象的负面影响,全面应对职业性别刻板印象对其职业教育与培训体系带来的挑战。     

Changing concepts of equity in transforming UK higher education: implications for future pedagogies and practices in global higher education

This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions of higher education, especially around notions of widening participation. Notions of widening participation in policy and practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in a range of higher education subjects and settings.     

Gender Equality in Science: A Philosophical Perspective

Arguments used to justify gender equality in higher education often appeal to values which belong to the social context of science (human rights, efficient use of human resources, economic growth), and hence, may appear to practicing scientists as policy interventions from the outside. The author suggests that arguments which appeal to the values internal to scientific communities (objectivity, rationality, and truth) can be used to bring the goal of gender equality in higher education closer to practicing scientists and academics. Two such arguments in support of gender equality in higher education are presented.     

A reconstruction of the gender agenda: the contradictory gender dimensions in New Labour's educational and economic policy

This article reviews current interpretations of Labour's education policy in relation to gender. Such interpretations see the marginalisation of gender equality in mainstream educational policy as a result of the discursive shift from egalitarianism to that of performativity. Performativity in the school context is shown to have contradictory elements ranging from an increased feminisation of teaching and the (re)masculinisation of schooling. Also, whilst underachievement is defined as ‘the problem of boys’, the production of hierarchical masculinities and ‘laddishness’ by marketised schools is ignored. The policy shift towards performativity also masks girls' exclusion and the disadvantages working‐class girls face within the education system. The rhetoric of gender equality, although stronger in the field of post‐16 training and employment, is no less contradictory. The effects of New Labour are found in the aggravation of social class divisions within gender categories and the spiralling differences between male and female paths. Gender equality ideals in education are therefore shown to have a far more complex relationship to New Labour politics than previously thought.     

"数学能力性别差异"分析

传统的性别文化观念影响着男女两性数学能力的培养和形成过程.女性和男性的不同心理、生理特征和数学本身的学科特征,并没有造成两性数学能力差异.促进数学能力性别平等的对策有:继续扫荡“传统性别观”的残余,加强女性的数学教育,建构性别平等的社会性别文化.     

Gender equality in German universities: vernacularising the battle for the best brains

We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality.     

The quality of equity? Reframing gender,development and education in the post-2020 landscape

The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. These conversations cover a gamut of related issues, including teaching and achievement as well as a number of intersecting issues such as gender-based violence. Within the conversation has been a continued focus on the role of equity primarily defined as access and opportunity. This paper explores the context of quality as it relates to equity in education and addresses the problems that are still left on the margins. Our goal is to take stock and assess the strength of evidence and to provide directions for future research.