An examination of dissertation research: The relationship between gender, methodological approach, and research design

Diaz-Kope, Luisa; Miller‐Stevens, Katrina; Henley, Tiffany J.

doi:10.1080/15236803.2018.1463792

Cited by 11 publications

(5 citation statements)

References 26 publications

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“…There are more and more studies in higher education that show the weight of gender biases in the learning process (Hall & Sandler, 1982;Fassinger, 1995;Canada & Pringle, 1995;Hirschy & Wilson, 2002;Moss-Racusin et al, 2012;Amurio et al, 2022). This relevance is also becoming evident in political science (Atchinson 2017;Ahedo et al, 2022a) and public administration studies (Rauhaus & Suchuchs, 2019;Diaz Kope, et al, 2019;D'Agostino et al, 2019). We know that gender biases affect the tasks carried out by public administration lecturers (Rauhaus & Suchuchs, 2019), the type of research methodologies preferred by doctoral students in public administration (Diaz Kope, et al, 2019) negotiation styles displayed by Master's students (D'Agostino et al, 2019) or classroom exercises such as role plays in International Relations (Coughlin, 2013, Engel et al, 2019.…”

Section: Gender Matters In Higher Educationmentioning

confidence: 91%

“…This relevance is also becoming evident in political science (Atchinson 2017;Ahedo et al, 2022a) and public administration studies (Rauhaus & Suchuchs, 2019;Diaz Kope, et al, 2019;D'Agostino et al, 2019). We know that gender biases affect the tasks carried out by public administration lecturers (Rauhaus & Suchuchs, 2019), the type of research methodologies preferred by doctoral students in public administration (Diaz Kope, et al, 2019) negotiation styles displayed by Master's students (D'Agostino et al, 2019) or classroom exercises such as role plays in International Relations (Coughlin, 2013, Engel et al, 2019. These unequal behavior patterns are present in the use of time during their course, (Quadlin, 2016), students' self-image (Lopez, 2014), their willingness to contribute to debates (Engel et al, 2019), security and assertiveness and even self-evaluation (Gonzalez et al, 2019), leadership patterns (Pascale & Ohlson, 2020), and even the sanction of girls who appear assertive and confident (Coughlin, 2013).…”

Section: Gender Matters In Higher Educationmentioning

confidence: 91%

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What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

2023

JHETP

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to address gender inequalities as part of the curriculum in disciplines that analyze inequalities and power relations and as a transverse competence to be used in the classroom, turning students into protagonists in the recognition and management of discrimination. In this article, we show how the first day of class can be an ideal moment, within the framework of a subject based on the methodology of project-based learning (PBL), to make the theoretical foundations of the gender perspective visible to students through their own experience. Here we present some techniques that reveal how gender norms are the cause of the unequal distribution of roles which assigns women to the private and reproductive space in the classroom. Based on the hypothesis that group work can prove to be a blind spot from the gender perspective, we take advantage of the potential of the cooperative learning methodology to stimulate critical thinking in students, by providing them with new tools to identify the public nature of gender inequalities.

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Section: Gender Matters In Higher Educationmentioning

confidence: 91%

Section: Gender Matters In Higher Educationmentioning

confidence: 91%

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

2023

JHETP

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“…The research was designed by experimental 2023, 4(1) Improving students' mathematical critical thinking ability… pretest-posttest control group design, by applying Learning starts with a question in mathematics learning. The pretest-posttest control group design extends the one-group pretest-posttest design in two ways: a second group is added, called the comparison or control group, and subjects were randomly assigned to each group (Diaz-Kope et al, 2019), as shown in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

Improving students' mathematical critical thinking ability using learning start with a questions

Samura

2023

JDM

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This study compares Learning Start with a Question (LSQ) with traditional learning to investigate how to improve mathematical critical thinking skills. Quantitative research methods are used in a quasi-experimental way. The sample of this study was 83 junior high school students in Ternate City, Indonesia. An essay test was used, with questions based on mathematical critical thinking skills. Inferential statistics and an independent sample t-test were used to analyze the data. Based on the study's results, with the application of LSQ learning, most students can solve problems in critical mathematical thinking correctly, assisted by steps and indicators of completeness of mathematical critical thinking skills. Students who use LSQ learning have a higher average test score than traditional learning students. The results of the t-test calculation show that students who learn to use LSQ learning have differences in increasing mathematical critical thinking skills with students who follow traditional learning.

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“…Many other studies have been published, although they usually focus very narrow subjects. Diaz-Kope et al, (2019) analyzed public administration, policy, and public affairs, Welsh and Abramson (2018) engineering, Vallejo et al (2016) mathematics education, and (Castelló-Cogollos et al, 2015 sociology, to name but a few.…”

Section: Doctoral Education and Gender Biasmentioning

confidence: 99%

Gender imbalance in doctoral education: an analysis of the Spanish university system (1977–2021)

et al. 2023

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Doctoral education is a key feature of university systems, as well as a basic foundation of scientific practice. That period culminates in a dissertation and examination of the candidate that has been studied from several points of view. This paper reports the results of an analysis on the evolution and characteristics of gender imbalance of a complete doctoral system for a wide period of time. Data from the database Teseo was used in order to identify the individuals involved in the process, the scientific fields in which the dissertations where classified, and the institutions in which the examination took place. Results: the Spanish system shows a clear evolution towards gender balance, but also some concerning trends that are worth tracking. Seemingly, STEM disciplines look to be evolving more slowly than other branches of science in several aspects. A leaky pipeline is characterized in this system around the roles of supervisors, candidates, members and chairs of the dissertation committees. Gender assortativity is also studied and described, and its possible effects discussed around the academic relations that surround doctoral examination.

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An examination of dissertation research: The relationship between gender, methodological approach, and research design

Cited by 11 publications

References 26 publications

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

Improving students' mathematical critical thinking ability using learning start with a questions

Gender imbalance in doctoral education: an analysis of the Spanish university system (1977–2021)

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