Gender differences in mathematics and science competitions: A systematic review

Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.     

Cultivating Students’ Cultural Awareness inEnglish Teaching

With the fast development of Chinese economy and society,the communication between China and foreign countries has been more and more frequent.And China is a country where English is taught as a foreign language.Therefore cultural differences have become more and more significant in English teaching.Both language teachers and students should be aware of the differences between eastern and western culture in their teaching and study.     

试析延安整风运动与建国初期的整风运动之异同

延安整风运动和建国初期的整风运动,在中共党史上都占有非常重要的地位。文章拟从整风发生在关键时刻、整风的方法、党的领导与当时的中心任务三个方面来分析两次整风的相似之处;从发生的背景、内容、准备和进行的时间以及存在和遗留的问题等几个方面来阐述他们的相异之处,以期对党史研究能提供有益借鉴。     

文学翻译中的文化差异

文学翻译不仅仅是两种语言符号的转换艺术,也是两种文化的转换艺术。文章从文学翻译的基本特性,地域文化差异、思维模式文化差异、习俗文化差异、历史文化差异等方面来论述文学翻译中的文化差异问题。     

Women professors and the academic housework trap

Women constitute just over one fifth of full professors in UK higher education and whilst work has emerged in recent years on professors as leaders, there has been comparatively little research about how this under-represented cadre define and practise their role as intellectual leaders. This paper seeks to analyse how women see their role as full professors through autobiographical accounts of their intellectual and career histories via interviews with women professors, and a small comparison group of male professors. A range of freedoms and responsibilities connected with the professorial role are identified along with personal qualities considered central to success. Both female and male professors understand their role principally in terms of research leadership, but women are more likely to emphasise the importance of academic citizenship, especially mentoring, compared to their male counterparts, an obligation that weighs especially heavily on women working in science, technology, engineering and mathematics areas. While these findings are indicative of the continuing effect of so-called ‘academic housework’ in holding back the academic careers of women, they are also a positive indicator of a commitment to an all-round role as an intellectual leader.     

浅析暂时性差异的本质与确认

分析暂时性差异的本质、分类,常见暂时性差异的确认,便于让实际工作中的企业财会人员正确理解暂时性差异,并且完整、准确的核算暂时性差异,真正理解和掌握新的所得税核算操作技巧,并能在实际工作中灵活运用。     

Situated decoding of gender in a Swedish preschool practice

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.     

理解文化差异 培养跨文化意识——浅析英语学习中的跨文化交际

语言反映文化,文化是语言所承载的内容,语言和文化共同作用影响交际。本文以词汇为例探讨了文化差异造成的英汉语言差异,指出跨文化交际中英语学习者应正确理解语言和文化的差异,培养跨文化意识。     

大学英语教学中文化差异的渗透

大学英语教学的主要目标之一就是要培养学生的跨文化交际能力。要达到这一目标,学生必须扩充文化知识,增强文化意识。本文结合当前大学英语教学的实际,例举了中西方在词汇、句法和语用方面的种种文化差异,探讨了提升学生文化意识的教学原则与方法。     

非英语专业大学生英语学习动机与听力成绩相关性研究

以非英语专业学生为研究对象,首先对其进行了学习动机问卷调查和英语听力测试,然后利用因子分析法提取并重新命名了研究对象的学习动机类型,利用相关分析法探讨了学习动机与听力成绩之间的相关性,最后通过独立样本T检验分析了高分组学生和低分组学生在学习动机方面的差异。研究为大学英语教学提出了有益的建议。