Für eine gendersensible Lehr-/Lernkultur in Mathematik, Informatik und den Naturwissenschaften: Symposium vom 2. bis 4. Juli 2015 an der Freien Universität Berlin
Titelübersetzung:A gender-sensitive teaching culture in science, technology, engineering and mathematics: symposium, 2-4 July 2015, Freie Universität Berlin
Autor/in:
Klenk, Florian Cristobal
Quelle: GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft, 8 (2016) 1, S 140-146
Inhalt: "Im Zentrum des Symposiums 'Für eine gendersensible Lehr-/Lernkultur in Mathematik, Informatik und den Naturwissenschaften', das vom 2. bis 4. Juli 2015 an der Freien Universität Berlin stattfand, stand die Reflexion struktureller, (inter)disziplinärer sowie didaktischer Möglichkeiten der Integration von Gender in die MINT-Lehre. Die Fragen, wie und warum Gender in den MINT-Fachdisziplinen, -Fachdidaktiken und Unterrichtsfächern implementiert werden solle, bildete den thematischen Kern der Veranstaltung, die sich in Vorträgen und Workshops den praktischen Möglichkeiten sowie fachspezifischen Herausforderungen einer gendersensiblen Lehrund Lernkultur auf Ebene der Schule und Hochschule widmete." (Autorenreferat)
Inhalt: "The symposium on 'A Gender-Sensitive Teaching Culture in Science, Technology, Engineering and Mathematics' which was held from 2 to 4 July 2015 at Freie Universität Berlin focussed on reflecting on structural, interdisciplinary and didactic methods of integrating gender into STEM subjects and education. The question of how and why gender needs to be included in STEM disciplines, subject didactics and school subjects formed the thematic core of the event. Presentations and workshops were dedicated to the practical methods and discipline-specific challenges of a gender-sensitive teaching culture in secondary and higher education." (author's abstract)
Schlagwörter:Gender; gender; Lernkultur; learning culture; Hochschullehre; university teaching; Lehrerbildung; teacher training; Fachdidaktik; subject didactics; Mathematik; mathematics; Informatik; computer science; Naturwissenschaft; natural sciences; Hochschulbildung; university level of education; Federal Republic of Germany
SSOAR Kategorie:Frauen- und Geschlechterforschung, Bildungswesen tertiärer Bereich
A review on safety measures for girls's in the campasus of higher educational institutes in the city of Belagavi, Karnataka State, India
Autor/in:
Chandrashekar, S.V
Quelle: International Journal of Advanced Research in Law & Social Science, 1 (2016) 3, S 3-11
Inhalt: Government of India effectively moving in the way of successive path in advancing gender
parity in higher education According to the most recent All India Survey on Higher Education it
is only about 3% fewer women enroll in higher education comparing to men. This indicates the
tremendous achievement of government of India. The fundamental intention behind is
empowering women in the entire sector’s.
University Grants Commission of India, Ministry of
higher education in India believes that a safe, secure and cohesive learning climate
is an
ineluctable precondition to quality education and research in Higher Education Institutes. It
should be the prime concern of educational administrators across the country to ensure that
students are safeguarded against attacks, threats and accidents, both man-
made and natural. It’s
just like the formula of SSS (safety, security and study). And also there is a suggestion by the
government of India to all the higher educational institutes, all universities may to have their
ordinance of their own and relevant statutory provisions to ensure the directions contained in the
guidelines are implemented in the best interests of student community.
Schlagwörter:Indien; Chancengleichheit; Hochschulbildung; security; Universität; advancement of women; girl; university; Mädchen; South Asia; university policy; Sicherheit; Frauenförderung; Hochschulpolitik; equal opportunity; Studentin; female student; Südasien; India; university level of education
SSOAR Kategorie:Bildungswesen tertiärer Bereich, Frauen- und Geschlechterforschung
Gender equality in German universities: vernacularising the battle for the best brains
Autor/in:
Zippel, Kathrin S.; Ferree, Myra Marx; Zimmermann, Karin
Quelle: Gender and Education, 28 (2016) 7, S 867-885
Inhalt: We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality.
Schlagwörter:Gender Mainstreaming; competitiveness; science; Universität; advancement of women; university; Globalisierung; Federal Republic of Germany; globalization; university policy; Frauenförderung; Wettbewerbsfähigkeit; Hochschulpolitik; gender mainstreaming; equal opportunity policy; Gleichstellungspolitik
SSOAR Kategorie:Frauen- und Geschlechterforschung, Bildungswesen tertiärer Bereich
Evaluation of graduating students of the impact of graduate school education and services in Rizal Technological University
Autor/in:
Crisostomo, Leonila C.; de Guzman, Amelita L.; Asturias, Marilou C.
Quelle: International Letters of Social and Humanistic Sciences, (2015) 65, S 96-102
Inhalt: The students are the reasons for the establishment of learning institutions which are the key factors to quality education. At present, the mission of the RTU-GS is to produce world-class professionals and leaders to meet the multifarious expectations and needs of society. Since 1977 up to presents, no one has ever conducted a research on graduate students' assessment of the Graduate School and its student services. It is in this end that the researchers brought about an exit interview to Graduate School graduating students.This study used the causal comparative design and had 80 respondents representing the RTU graduating students' population for school year 2012-2013. The respondents were described as to gender, age, GS course and number of year of degree completion.From the salient findings of the study, the researchers concluded that the GS graduating students are very satisfied with the personal impact of education, the development of their professional skill, and the personnel and various offices. The GS students suggest the fixed format on thesis writing, special lanes or windows for business transaction and the maintenance of good interpersonal relationship between school personnel and students. The overall rating of the GS students of the education is very satisfactory. Finally, there are significant differences in the assessment of GS students by personnel and offices.
Autor/in:
Helbig, Marcel; Jähnen, Stefanie; Marczuk, Anna
Quelle: Wissenschaftszentrum Berlin für Sozialforschung gGmbH; Berlin (Discussion Papers / Wissenschaftszentrum Berlin für Sozialforschung, P 2015-001), 2015. 124 S
Inhalt: Die Übergangsquoten von Studienberechtigten ins Studium variieren erheblich zwischen den 16 Bundesländern: Während in Bayern etwa 80 Prozent der berechtigten SchulabgängerInnen ein Studium aufnehmen, sind es in Nordrhein-Westfalen nur rund 60 Prozent. Im vorliegenden Bericht untersuchen wir, wie diese Bundesländerunterschiede in den Übergangsquoten zustande kommen. Dafür werden zwei Mechanismen geprüft: Zum einen Kompositionseffekte, die auf der unterschiedlichen Zusammensetzung der Studienberechtigten in den einzelnen Bundesländern hinsichtlich studienrelevanter Individualmerkmale beruhen. Hierzu zählen die soziale Herkunft, der Migrationshintergrund, das Geschlecht, die besuchte Schulform und Art der Hochschulzugangsberechtigung sowie die Abiturnote. Zum anderen berücksichtigen wir Kontexteffekte, also länderspezifische Rahmenbedingungen, die die Studierneigung beeinflussen. Neben sozioökonomischen Faktoren auf Kreisebene und der Entfernung zur nächsten Hochschule gehören dazu auch Peergroup-Effekte auf Schulebene, also die Frage, ob die Mehrheit der MitschülerInnen studieren will. Für die Analysen werden Daten der DZHW-Studienberechtigtenpanels 1999 bis 2010 herangezogen. Die Berechnungen ergeben, dass Differenzen in der Studierneigung zwischen den Bundesländern vor allem auf drei Faktoren zurückgeführt werden können: Dies sind erstens die unterschiedlichen Abiturdurchschnitte in den Bundesländern. Sie scheinen weniger auf Leistungsunterschieden zu beruhen, sondern vielmehr auf unterschiedlichen Benotungspraxen. Zweitens zeigt sich, dass die räumliche Abdeckung mit Hochschulen einen Teil der Bundesländerunterschiede aufklären kann. Als dritter wichtiger Faktor erweist sich die Studierbereitschaft der MitschülerInnen. (Autorenreferat)
Schlagwörter:studies (academic); Zensurengebung; Studium; Bundesland; university; grading; regional difference; Schulübergang; Federal Republic of Germany; school transition; Studienberechtigung; Bundesland; regional distribution; regionaler Unterschied; regionale Verteilung; qualification for academic studies
Quelle: International Letters of Social and Humanistic Sciences, (2015) 51, S 111-114
Inhalt: In the case of corruption, the young generations' obtainment of core ethical values may be undermined during the formative years that are critical to the promotion of integrity and accountability in a given society. The results may be widespread, long-lasting and severe.In the article are elucidated characteristics of corruption, aspects of the interaction between gender and corruption in higher education, negative effects of corruption.
Schlagwörter:Ukraine; Ukraine; Osteuropa; Eastern Europe; Hochschulbildung; university level of education; Jugend; youth; Korruption; corruption; Auswirkung; impact; Interaktion; interaction; gender
SSOAR Kategorie:Jugendsoziologie, Soziologie der Kindheit, Kriminalsoziologie, Rechtssoziologie, Kriminologie, Bildungswesen tertiärer Bereich
Overthrowing the First Mountain: Chinese Student-Migrants and the Geography of Power
Autor/in:
Kajanus, Anni
Quelle: Journal of Current Chinese Affairs, 44 (2015) 3, S 79-102
Inhalt: "This article uses Mahler and Pessar's (2001, 2006) model of 'geography of power' to interrogate how the general dynamic of Chinese student migration generates a variety of experiences at the individual level. Each Chinese student-migrant embarks on their journey from a different position vis-à-vis the flows and interconnections of the international education market. Some of them set out to achieve concrete goals, while others are motivated by a more intangible mission to become cosmopolitan subjects. As they move around, their shifting position in the hierarchies of nationality, class, gender, and generation influences their decision-making and their experiences. These power systems function simultaneously on multiple geographical scales, exemplified by the contradictory ways gender operates in the family, education, work, and marriage. To further develop the connection this model makes between personal characteristics, cognitive processes, and various power systems, I draw attention to the politics of ordinary affects." (author's abstract)