‘We need a woman,we need a black woman’: gender,race, and identity taxation in the academy

In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia.     

恭维语应答的变异调查与分析

通过对不同性别、不同年龄人群对恭维语应答方式的调查发现：接受恭维的人比拒绝的多,其中女性更喜欢明确、直接地接受;在女性群体中,年龄越小,接受恭维的方式就越直接;老年男性更愿意含蓄地接受他人的恭维。     

高校女性教师职业压力状况及其影响因素分析

针对高校女性教师职业生涯不同阶段的压力状况及影响因素进行分析,并提出了一些切实可行的措施,希望对高校女性教师资源的充分利用有一些指导作用。     

Gender complexities in Jamaican secondary education: class culture and the ‘elephant’ in the room

ABSTRACT

This article utilizes a combination of the masculinity and intersectionality frameworks to argue that the underachievement of boys occurs in the intricacies of patriarchy, region (rural area), and class culture. The article utilizes data drawn from a qualitative study at two rural institutions in the parish of Manchester, Jamaica, to critically analyze the gendered nexus between boys’ underachievement and educational policies. The low grades merited by boys raise questions of patriarchy in the educational system in which they and their female teachers operate. While the failure of boys is not generalizable to the entire population, underachievement is also located in the mismatch between curriculum and the culture of these boys.     

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。     

Primary school children's health-enhancing physical activity patterns: the school as a significant environment?

The moderate-to-vigorous physical activity (MVPA) of 70 children (age 8.6 years; 40 boys) was measured and gender and age differences were compared. Boys spent 28 minutes per day more than girls in MVPA (p=0.02, d=0.54), and younger children accumulated 24 minutes more MVPA than older peers (p=0.0001, d=0.91). Similar gender and age-related trends were apparent during segmented periods of the day. The majority of daily MVPA was accrued during school-related time (56.4±9.1%; p=0.0001, d=1.57). The findings reinforce the significance of schools as key environments for MVPA participation and promotion.     

First year law students: the impact of assessment type on attainment

This article describes an action research project that was undertaken to address a poor progression rate at the end of the first year of a single honours law degree. An attainment gap due to gender, age and ethnicity was also noted. The students were predominantly assessed by examinations; therefore a change of assessment to coursework and portfolio in some areas was proposed and actioned as a potential way to increase attainment and consequently progression. Data on pass rates for two years prior to the change of assessment and two years after the change were analysed. The impact of a change of assessment from examination to coursework raised attainment levels overall, but the gender, age and ethnicity gap remained.     

批评言语行为中的影响因素研究

年龄、社会距离和对方性别是否会对批评语策略选择产生影响,对此,本研究以礼貌理论为基础进行了调查、分析。结果表明,随着年龄增长,男、女性被试倾向于使用更为礼貌的话头语和支持话步策略;当对方是女性时,被试倾向于使用更礼貌话头语策略;当对方是陌生人时,被试倾向于使用较为礼貌的话头语和支持话步策略。     

小学生自我概念训练的实验研究

通过Piers-Harris儿童自我概念量表筛选出三至五年级低自我概念的学生,实验组接受认知训练,控制组不接受训练。认知训练以后,三个年级的实验组的自我概念水平提高的幅度均比控制组的幅度要大,经统计检验,差异都非常显著。这表明:(1)认知训练可提高学生的自我概念水平;(2)小学三到五年级自我概念水平的训练效果不存在年龄差异;(3)小学三到五年级自我概念的训练效果不存在性别差异。     

高等院校教师背景特征与教学效果评价——基于应用型本科高校的实证研究

教师教学质量评价作为高校教学及其管理的一个重要环节,在所有高校中具有普遍存在性。通过将10个学期的学生对教师教学评价的真实数据进行实证分析,研究了教师背景特征对教师教学效果评价的影响。结果发现：教师性别会对教师教学效果产生影响,女性教师的教学效果高于男性教师;教师职称与教学效果正相关,而随着教师年龄的上升,这种正相关关系会被削弱;教师年龄大小、学位高低与教学效果相关,与教师性别有关。