Gender equity in higher education: why and how? A case study of gender issues in a science faculty

Viefers, S.; Christie, Michael; Ferdos, Fariba

doi:10.1080/03043790500429948

Cited by 32 publications

(20 citation statements)

References 2 publications

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“…This leads to exclusion, lower status, lower salaries and other disadvantages for women and ''female'' disciplines (August and Waltman 2004;Becher and Trowler 2001;Kulis et al 2002;Umbach 2007). In gender equality work, strong ''male'' disciplines like physics aim at changing staff gender composition instead of focusing on a qualitative change of academic culture (Viefers et al 2006).…”

Section: Different (And Gendered) Disciplinary Valuesmentioning

confidence: 97%

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

Haake

2010

High Educ

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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 genderspecific doctoral strategies and to what extent gender equality work is viewed as a support strategy for women only, is discussed.

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Section: Different (And Gendered) Disciplinary Valuesmentioning

confidence: 97%

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

Haake

2010

High Educ

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“…Discrimination can be either of a more direct and active kind, or be perceived more as a gender bias with generally recognized gender roles (Viefers, Christie & Ferdos, 2006). In the latter, discriminating concepts are symbolic and sometimes even subtle, where the use of language is related to a perception of reality and is constructed in the context of a culture (Cassell, 2002).…”

Section: Stereotypesmentioning

confidence: 99%

“…There is no such thing as a cultural or gender-neutral design, but it is possible to implement a design that is inclusive and does not reinforce or endorse traditional values and stereotypes (Cassell, 2002;Viefers, Christie & Ferdos, 2006;Mills et al, 2010;Magee et al, 2011;Doubé & Lang, 2012;Cheryan, Meltzoff & Kim, 2011). The literature should be written from a student perspective, rather than male or female, so as not to marginalize any gender; when all students are central and diverse, so are female students (Cassell, 2002).…”

Section: ) Gender Neutral and Non-biased Messagesmentioning

confidence: 99%

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Gender neutrality improved completion rate for all

Svedin

Bälter

2016

Computer Science Education

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The purpose of the present study was to investigate if we could improve throughput by refurbishing an online programming course from a gender perspective, while maintaining the focus on preferable learning approaches. The study builds on results from an earlier study that investigated the relationship between approaches to learning and course completion and involves 1067 students that responded to the short version of the Approaches and Study Skills Inventory for Students (ASSIST) in 2010, 2012 and 2013. Three principles for course material design were identified; gender neutral and non-biased messages, emphasize the interdisciplinary approach and link to everyday examples. Responses to ASSIST were analysed in relation to performed changes in the course literature from a gender perspective. The probability to complete the course increased with 7 percentage points for all students, in particular for males, and decreased for students with a high score in surface approach to learning, especially among females.

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“…The emphasis on motivation of engineering students has come as a strategy to increase the recruitment and retention of college students on majors leading to STEM (Science, Technology, Engineering and Mathematics) professions, where the gap between supply and demand is large in both the U.S. and the rest of the world [11]. It is also interesting to note that STEM programs present a gender disparity which worldwide educators and scholars are concerned about [12]- [14]. While many occupations historically dominated by men have achieved a major gain in gender equality, STEM jobs remain highly unbalanced in this terms, which means that women are more likely to choose degree programs in a variety of fields rather than engineering and computer science despite their talents and abilities [12], [15].…”

Section: Introductionmentioning

confidence: 99%

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

Rodriguez¹,

Esparragoza²

2017

Int. J. Eng. Ped.

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Abstract-There have been different active-learning initiatives introduced in academia to provide engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. These initiatives have been in response to the need in the corporate world for engineers with exposure to global collaborative environments. Consequently, multinational collaborative design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a projectbased learning experience. This educational activity is expected to motivate students so that they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. However, this activity faces many challenges including, among others, cultural and academic background differences, language and time zone barriers, and issues with communication tools. Therefore, this work compares the motivation of students before and after their participation in a multinational design project, using gender and class standing as differentiating parameters. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the implemented multinational collaborative experience and administered to the participating students. Three motivation constructs are taken into consideration: (a) interest/ enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posed for this comparative work, and result reflections are presented.Keywords-student motivation; multinational project; gender differences; international collaboration; class status IntroductionGlobalization has changed not only the way companies conduct business, but also how they design, build and sell their products, therefore, companies are utilizing a larger pool of capable and experienced professionals worldwide, partially due to ad-78

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Gender equity in higher education: why and how? A case study of gender issues in a science faculty

Cited by 32 publications

References 2 publications

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

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

Gender neutrality improved completion rate for all

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

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