MINT occupations - claims of a skills shortage are often overstated : analyses from the first BIBB-IAB qualification and major occupational field projection
Titelübersetzung:MINT-Berufe - die Not ist nicht so groß wie oft behauptet! : Analysen aus der ersten BIBB-IAB-Qualifikations- und Berufsfeldprojektion
Quelle: Berufsbildung in Wissenschaft und Praxis : Zeitschrift des Bundesinstitut für Berufsbildung, Sonderausgabe, (2011) , S. 9-13
Inhalt: "MINT-Berufe, zu denen Mathematik-, Informatik-, Naturwissenschaften- und Technikberufe gezählt werden, werden häufig als Vorzeigebeispiel für den drohenden Fachkräftemangel herangezogen. Dieser scheinbar ausgemachte Fachkräftemangel in den MINT-Berufen ist Gegenstand des folgenden Beitrages. Dabei geht es vor allem um die Frage, ob es sich hier tatsächlich um ein Nachwuchsproblem handelt. Mit Hilfe einiger Eckdaten der amtlichen Statistik zu diesem Berufsfeld und der ersten Interpretationen der BIBB-IAB-Qualifikations- und Berufsfeldprojektionen soll die tatsächlichen Situation in diesem Berufsfeld etwas differenzierter dargestellt werden." Die Untersuchung enthält quantitative Daten. Die Untersuchung bezieht sich auf den Zeitraum 2005 bis 2025. (Autorenreferat, IAB-Doku)
Inhalt: "MINT occupations, the umbrella term for job qualifications involving mathematics, information technology, natural sciences and technology, are often cited as a prime example of the imminent skills shortage. This apparent perception of a skills short - age is the subject of the following article. The principal question is whether there is actually any problem with the supply of newly qualified workers. With the help of reference data from official statistics on this occupational field and the first interpretations of the BIBB-IAB Qualification and Major Occupational Field Projections, the article aims to give a more nuanced description of the real situation in this occupational field." (author's abstract, IAB-Doku)
Qualifikations- und Berufshauptfeldprojektionen bis 2025 : Fachkräftemangel: Es sind nicht nur die MINT-Berufe betroffen
Titelübersetzung:Long-term projections of qualifications and major occupational fields until 2025 : skill shortages: It is not only STEM jobs that are affected
Autor/in:
Zika, Gerd
Quelle: Sozialer Fortschritt : unabhängige Zeitschrift für Sozialpolitik, Jg. 60 (2011) H. 8, S. 161-168
Inhalt: "Im hier vorgestellten Projektionszeitraum bis 2025 zeichnet sich aufgrund der demografischen Entwicklung eine Trendwende beim Arbeitskräfteangebot ab. Die Bilanz aus Arbeitskräfteangebot und -bedarf zeigt, dass die Unterbeschäftigung deutlich kleiner wird und bis 2025 auf etwa ein Viertel des heutigen Niveaus sinken könnte. Dies gilt allerdings nur, wenn der künftige Arbeitskräftebedarf auch qualifikatorisch gedeckt werden kann. Die folgenden Gegenüberstellungen der Projektionen von Arbeitskräftebedarf und Arbeitskräfteangebot, welche das IAB und das Bundesinstitut für Berufsbildung (BIBB) im Rahmen eines Gemeinschaftsprojekts mit der Gesellschaft für Wirtschaftliche Strukturforschung, Osnabrück (GWS) und dem Fraunhofer Institut für Angewandte Informationstechnologie, St. Augustin (FIT) erstellt haben (www.qube-projekt.de), zeigen tatsächlich, dass der Bedarf an Arbeitskräften in Zukunft nicht mehr in allen Qualifikationsstufen und Berufsfelder gedeckt werden kann (Helmrich/ Zika 2010). Und es sind nicht alleine die MINT-Berufe, die massiven Engpässen und Anpassungen ausgesetzt sein werden." (Autorenreferat)
Inhalt: "During the time period that this article examines - that is, until 2025 - a shift in the labour supply emerges. This new trend is caused by demographic changes. The difference between labor supply and demand shows that underemployment is decreasing considerably and may, by 2025, drop to a quarter of its current level. This will, however, only happen if future labor demand is also covered in terms of skills. The following comparisons of the projections of labor demand and supply, which the Institute for Employment Research (IAB) and the Federal Institute for Vocational Education and Training (BIBB) have generated in co-operation with the Institute of Economic Structures Research (GWS Osnabrück) and the Fraunhofer Institute for Applied Information Technology (FIT St. Augustin) (www.qube-projekt.de), show that, in fact, future workforce demands may no longer be met across all - rather than just science, technology, engineering, and mathematics (STEM) - skill levels and fields of occupation." (author's abstract)
Titelübersetzung:Women students and professors in mathematics
Autor/in:
Pieper-Seier, Irene
Quelle: Gender : Zeitschrift für Geschlecht, Kultur und Gesellschaft, Jg. 1 (2009) H. 1, S. 59-72
Inhalt: "Mathematik gilt in Deutschland immer noch als ein eher männliches Fach, obwohl inzwischen nahezu die Hälfte der Studierenden weiblich ist. Auf den Stufen der akademischen Laufbahn gehen allerdings immer mehr Frauen verloren. Im folgenden Beitrag wird die aktuelle Entwicklung an statistischen Daten belegt. Es werden dann im Wesentlichen die Ergebnisse von zwei in Oldenburg durchgeführten Studien referiert, in denen der Frage nach der geringeren Neigung von Frauen zur Promotion in Mathematik bzw. den individuellen Erfahrungen von Professorinnen der Mathematik während ihrer Karriere nachgegangen wird. Aus beiden Studien gemeinsam lassen sich Schlüsse für eine wirksame Förderung von Mathematikerinnen für eine akademische Karriere ziehen." (Autorenreferat)
Inhalt: "In Germany, mathematics is widely considered a male field of interest even though nearly half of the university students in mathematics are female. More and more women drop out during the early stages of their academic career. In the article recent data are presented. Then the findings of two surveys are reported that have been conducted in Oldenburg. One of them focuses on explanations for women's relative reserve to aim at passing a PhD in mathematics and the other on individual experiences of women professors of mathematics during their career. The article suggests measures for the encouragement of young women in mathematics." (author's abstract)
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 161-177
Inhalt: "Women today constitute over half of the U.S. population and almost half of its overall workforce, yet they make up less than a quarter of the science and engineering workforce. Many historical and social factors contribute to this discrepancy, and numerous individual, institutional, and governmental attempts have been made to redress it. However, many of the efforts to promote, include, and engage girls and women in science, technology, engineering, and mathematics (STEM) education and professions have been made in isolation. At Kansas State University, the authors have begun a systemic effort to increase the participation of girls and women in STEM. This article describes the creation and initial activities of a network of partners that includes universities, school districts, corporations, governmental agencies, and nonprofit organizations, assembled under the aegis of a project supported by funding from the National Science Foundation." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Netzwerke und Organisationen
Dokumenttyp:Zeitschriftenaufsatz
Improving the graduate school experience for women in mathematics : the EDGE program
Autor/in:
Bozeman, Sylvia T.; Hughes, Rhonda J.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 3, S. 243-254
Inhalt: "For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to 'accumulate advantages' that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession." (author's abstract)
Image problems deplete the number of women in academic applicant pools
Autor/in:
Sears, Anna L.W.
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 2, S. 169-181
Inhalt: "Despite near numeric parity in graduate schools, women and men in science and mathematics may not perceive the same opportunities for career success. Instead, female doctoral students' career ambitions may often be influenced by perceptions of irreconcilable conflicts between personal and academic goals. This article reports the results of a career goals survey of math and science doctoral students at the University of California, Davis. Fewer women than men began their doctoral programs seeking academic research careers. Of those who initially favored academic research, twice as many women as men downgraded these ambitions during graduate school. Women were more likely to feel geographically constrained by family ties and to express concern about balancing work and family, long work hours, and tenure clock inflexibility. These results partially explain why the percentage of women in academic applicant pools is often well below the number of Ph.D. recipients. The current barriers to gender equity thus cannot be completely ameliorated by increasing the number of women in the pipeline or by altered hiring practices, but changes must be undertaken to make academic research careers more flexible, family friendly, and attractive to women." (author's abstract)
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 1, S. 89-102
Inhalt: "Many different programs have been designed to increase girls' interest in and exposure to science, mathematics, engineering, and technology (SMET). Two of these programs are discussed and contrasted in the dimensions of length, level of science content, pedagogical approach, degree of self- vs. parent-selected participants, and amount of communitybuilding content. Two different evaluation tools were used. For one program, a modified version of the University of Pittsburgh's undergraduate engineering attitude assessment survey was used. Program participants' responses were compared to those from a fifth grade, mixed-sex science class. The only gender difference found was in the area of parental encouragement. The girls in the special class were more encouraged to participate in SMET areas. For the second program, a new age-appropriate tool developed specifically for these types of programs was used, and the tool itself was evaluated. The results indicate that the new tool has construct validity. On the basis of these preliminary results, a long-term plan for the continued development of the assessment tool is outlined." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Frauen- und Geschlechterforschung
Dokumenttyp:Zeitschriftenaufsatz
Pedagogical reform and college women's persistence in mathematics
Autor/in:
Strand, Kerry J.; Mayfield, M. Elizabeth
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 1
Inhalt: "Significant gender differences persist in the election of mathematics courses and
math-related majors in college. Recent research suggests that part of the blame lies
with conventional pedagogical approaches and that alternative approaches emphasizing
practical applications, collaborative problem solving, and group work make mathematics
more understandable and appealing to all students, particularly women. Using questionnaires
administered to 355 traditional-age female college students, the authors examined
the relationship between alternative teaching strategies in high school mathematics
classes and two categories of outcome variables: mathematics-related attitudes and
mathematics persistence in college. Multivariate analysis showed that experience with
this so-called female-friendly pedagogy is positively related to students' math-related
attitudes and that these attitudes predict math persistence in college. However, the
authors' data also indicate that alternative teaching strategies have no discernible
direct effect on students' choices of mathematics courses or mathrelated." (author's
abstract)|
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Mathematicians, attributional complexity and gender
Autor/in:
Stalder, Daniel R.
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 2
Inhalt: "Given indirect indications in sex role and soda! psychology research that mathematical-deductive
reasoning may negatively relate to social acuity, Study 1 investigated whether mathematicians
were less attributionally complex than nonmathematicians. Study 1 administered the
Attributional Complexity Scale, a measure of social acuity, to female and male faculty
members and graduate students in four Midwestern schools. Atlrihutional complexity
(AC) is the ability and motivation to give complex explanations for behavior. Study
1 found a significant interaction between field and gender. Only among women did mathematicians
score lower on AC. In addition, an established gender difference in AC (that women
score higher than men) was present only among nonmathematicians. Studies 2 and 3 offered
some preliminary support for the possibility that it is generally female students
who score tow on AC who aspire to he mathematicians and for the underlying view that
female students' perceived similarity to mathematicians can influence their vocational
choices." (author's abstract)|