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81.
Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献
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This article gives some ideas for the creation ofbar charts and pie charts, focusing onrepresentations of frequencies and proportions. 相似文献
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One sees various efforts in developed as well as in developing economies to seek a greater participation of lower‐income students in their nation's leading universities. Once lower‐income students do enroll in a highly selective institution, what happens to them? How well do they do academically when compared to their more wealthy counterparts? How integrated are they into the academic community and in their satisfaction with their choice and sense of support by the institution and fellow students? These are crucial questions, if and when élite universities in various parts of the world become more representative of their general population; the stated desire of most of these institution, virtually all of which are nationally funded entities that must justify their public subsidies. This paper explores the divide between poor and rich students, first comparing a group of selective US institutions and their number and percentage of Pell Grant recipients and then, using institutional data and results from the University of California, Student Experience in the Research University Survey (SERU Survey), presenting an analysis of the high percentage of low‐income undergraduate students within the University of California system; who they are, their academic performance and quality of their undergraduate experience. 相似文献
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ABSTRACT This paper discusses issues attendant on the practice of identifying pupils with special educational needs in advanced educational systems. Current practices in Australia and Scotland are described and attention is drawn to the problems generated by the abandonment of a category‐based approach to children with special educational needs, the variability of practice between authorities and the absence of reliable data on incidence of special educational needs. Placement outcome data derived from a Scottish study are presented and discussed. The paper concludes with discussion of Australian and Scottish practice set against United States’ experience in the light of Public Law 94‐142 and identifies areas for future research. 相似文献
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Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. 相似文献
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The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research‐based strategies aimed at supporting learner persistence, particularly for low‐skilled adults. Elements of three theoretical frameworks, namely, expectancy‐value theory (EVT), goal theory (GT) and self‐determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post‐secondary education and/or career training. Questions guiding the current study include identifying research‐based strategies that instructors can use, and elements of programme design that support student persistence. 相似文献