Gender and study discipline-specific differences in the opinion about entrepreneurial aspects: An “ICSB academy” investigation
Autor/in:
Ruda, Walter; Keller, Pierre G.; El Tarabishy, Ayman; Ascúa, Rubén
Quelle: Journal of Small Business Management, (2020) , S 1–22
Inhalt: This article investigates students’ evaluations of perceived entrepreneurial benefits and barriers and their desired university support within a sample of the ICSB academies in 2016 and 2017. The authors highlight differences within these evaluations depending on gender and the students’ disciplinary background, drawing on social role theory. In general, the participants of the ICSB academies show high entrepreneurial ambitions; this also holds for the generated subgroups (business/non-business and female/male). The support for our derived hypotheses is in line with our theoretical reasoning, showing differences caused by gender and disciplinary background. As a practical implication, our findings facilitate effective student support of higher education institutions.
Schlagwörter:entrepreneurship; pedagogy; social role; student evaluation
The carelessness of entrepreneurial universities in a world risk society: a feminist reflection on the impact of Covid-19 in Australia
Autor/in:
Blackmore, Jill
Quelle: Higher Education Research & Development, 39 (2020) 7, S 1332–1336
Inhalt: In this reflective piece, I consider how the pandemic has exposed the vulnerability of Australian universities. I argue that government and university management have been careless of international students and academics and their health and wellbeing, with significant equity and long-term effects as to the role of the university in a democracy.
Casualised academic staff and the lecturer-student relationship: Shame, (Im)permanence and (Il)legitimacy
Autor/in:
Read, Barbara; Leathwood, Carole
Quelle: British Journal of Sociology of Education, 41 (2020) 4, S 539–554
Inhalt: This paper is based on findings from an email interview study with 20 academics (17 women, 3 men) in the UK on short-term, insecure or ‘casualised’ contracts. The paper focuses on their perceptions of the effect their contract status has on the lecturer/student relationship: particularly in regard to student perceptions of their legitimacy and status. Using a poststructuralist theoretical lens, we explore lecturers’ concerns or anxieties as to whether they may be interpreted as less legitimate than permanent staff; and the emotional labour involved in the work done to ‘cover’ for the difficulties that a lecturer’s contract status causes for the quality of their teaching content and organisation. We also explore the considerations of some participants to voluntarily ‘disclose’ their status to students and the possibilities of such acts as a form of resistance to dominant discourses of the legitimate academic.
Quelle: Journal of Diversity in Higher Education, 13 (2020) 1, S 66–84
Inhalt: Trans students face institutional and interpersonal discrimination that renders them vulnerable to minority stress. Some trans students respond to minority stress, and perceptions of injustice on their campuses, via engagement in campus activism or advocacy. The current mixed methods study explores trans undergraduate and graduate students’ explanations for engaging or not engaging in activism/advocacy and the types of activities in which they engage. It also examines, using logistic regression, what institutional, student, and trans-specific factors predict whether trans students engage in activism/advocacy. Qualitative analyses indicated that students engaged in a variety of activism and advocacy activities, both formal and informal. Students who engaged in activism/advocacy cited their personal values, sense of personal and community responsibility, desire for community, and opportunities for engagement in explaining their involvement. Students who did not engage emphasized other obligations and identities as taking precedence, visibility concerns, lack of connections to campus trans communities (e.g., as nonbinary students or students of color), burnout, mental health issues, activism not being a priority, and structural barriers. Logistic regression analyses indicated that attending a 4-year (vs. 2-year) institution and being an undergraduate (vs. graduate) student were related to a greater likelihood of activism/advocacy. A negative perception of campus climate was related to greater likelihood of activism/advocacy, but interacted with participants’ perceptions of their institution’s trans-supportiveness relative to other colleges, such that those who perceived a negative climate but also viewed their institution relatively positively in comparison to other colleges had the highest likelihood of engaging in activism/advocacy. Experiences of discrimination and being more out were also related to a greater likelihood of engagement.
Improvement in Gender and Transgender Knowledge in University Students Through the Creative Factory Methodology
Autor/in:
Gorrotxategi, Maitane Picaza; Ozamiz-Etxebarria, Naiara; Jiménez-Etxebarria, Eneritz; Cornelius-White, Jeffrey H. D.
Quelle: Front. Psychol. (Frontiers in Psychology), 11 (2020) , S 1–9
Inhalt: In Spain, Social Educators, similar to both social workers and educators in the United States, help coordinate social change through educational interventions and mobilization of social groups to benefit marginalized people and overall societal welfare. They are trained to work with diverse populations, and it is important that they have awareness and training on gender and transgender issues given the extensive discrimination that transgender people endue. Research has begun to identify the important role that knowledge and attitudes of health and educational professionals may play in providing a supportive, healing context to combat the harmful effects of this discrimination and how educational trainings may foster improved knowledge and attitudes in helping professions. This study describes a program to improve knowledge and positive attitudes toward gender and especially transgender people in university students who study Social Education. The researchers measured knowledge and attitudes toward gender and transgender people issues of 64 students before and after receiving a 4-month interactive training. They used the Short Form of the Genderism and Transphobia Scale, a 12-item scale of transphobia and gender ideology variables. The researchers also asked participants about their knowledge of gender and transgender issues before and after training. The methodological experience "Creative Factory" was employed as an interactive training program. The main goal of this methodology is to enable students in a formative context to analyze social realities to generate discussion and innovate ideas to design successful practices. After 4 months of training with a weekly session on gender and transgender learning, students showed improvements in knowledge and attitudes toward both gender and transgender people. Specifically, students demonstrated more knowledge about gender and transgender issues and more positive attitudes toward transgender people. The study demonstrates that training in gender education using the Creative Factory methodology improved knowledge and attitudes in students.
Schlagwörter:attitudes; discrimination; gender identity; higher education; sexual education; social change; social education; transgender people; Transgeschlechtlichkeit
The Effects of Bystander Programs on the Prevention of Sexual Assault across the College Years: A Systematic Review and Meta-analysis
Autor/in:
Hensman Kettrey, Heather; Marx, Robert
Quelle: Journal of Youth and Adolescence, 48 (2019) 2, S 212–227
Inhalt: Research on sexual assault prevention programs implemented with young people has largely failed to examine program effects between age groups. This systematic review and meta-analysis synthesizes data from 15 high quality studies (N= 6104) examining the effects of sexual assault prevention bystander programs on bystander efficacy, intentions, and intervention across the college years. Findings indicate bystander programs have a significant, desirable effect on all three outcomes. Effects on bystander intentions were significantly stronger among students in their first two years compared to those in their later years of college. There was no evidence of a significant difference in effects on bystander efficacy or intervention between these two groups. Implications and directions for future research are discussed.
Quelle: Journal of the European Economic Association, 17 (2019) 2, S 535–566
Inhalt: This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students’ grades nor self-study hours are affected by the instructor’s gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students’ evaluations, is larger for mathematical courses, and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women’s confidence and through the reallocation of instructor resources away from research and toward teaching. (JEL: J16, J71, I23, J45)
Schlagwörter:Diskriminierung; gender bias; Lehrevaluation; Student; Studium
CEWS Kategorie:Studium und Studierende, Geschlechterverhältnis
Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University
Autor/in:
Wolter, Ilka; Ehrtmann, Lisa; Seidel, Tina; Drechsel, Barbara
Quelle: Front. Psychol. (Frontiers in Psychology), 10 (2019)
Inhalt: Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5857 second year university students of the German National Educational Panel Study three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented towards social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations.
Flexibel studieren – Vereinbarkeit ermöglichen : Studienstrukturen für eine diverse Studierendenschaft
Autor/in:
Buß, Imke
Quelle: Springer VS, 2019. 243 S
Inhalt: Imke Buß weist in ihrem Open-Access-Buch nach, dass Hochschulen durch die strategische Gestaltung ihrer Studienstrukturen die Vereinbarkeit von Studium, Familie und Beruf ermöglichen können. Die Autorin entwickelt ein empirisch geprüftes Modell struktureller Studierbarkeit, welches die Bedürfnisse einer diversen Studierendenschaft berücksichtigt. Die Gemeinsamkeiten, welche Studierende mit Sorgeaufgaben, Erwerbstätigkeit und Behinderung eint, sind insbesondere deren zeitliche Restriktionen. Das Modell ist als Steuerungsinstrument für ein selbstbestimmtes Qualitätsmanagement an Hochschulen geeignet. Die Arbeit bietet darüber hinaus Empfehlungen für die Gestaltung von Studienstrukturen, u.a. zu E-Learning, Veranstaltungszeiten, SWS und Teilzeitstudium.
Characteristics of precollege sexual violence victimization and associations with sexual violence revictimization during college
Autor/in:
Anderson, Jocelyn C.; Chugani, Carla D.; Jones, Kelley A.; Coulter, Robert W. S.; Chung, Tammy; Miller, Elizabeth
Quelle: Journal of American college health : J of ACH, (2019) , S 1–9
Inhalt: OBJECTIVE
To examine the prevalence and characteristics of precollege sexual victimization (SV) experiences and associations with revictimization and recent substance use behaviors among a sample of college students who reported precollege SV.
PARTICIPANTS
A sub-sample of 931 college students who reported precollege SV at baseline data collection for an ongoing multi-site clinical trial.
METHODS
Data were collected via electronic surveys between September 2015 and March 2017. Measures included precollege and during college SV, recent substance use, and alcohol-related harm reduction behaviors.
RESULTS
Precollege SV characteristics associated with revictimization included: Nonpenile penetration (aOR: 1.51, 95%CI: 1.04-2.19); pressured sex (aOR: 1.46, 95%CI: 1.06-2.01); and stranger assault (aOR: 2.03, 95%CI: 1.22-3.40). Past 30-day binge drinking was also associated with revictimization (aOR: 1.86, 95%CI: 1.36-2.54).
CONCLUSIONS
The relationship between precollege SV and alcohol, especially binge drinking, may require a more integrated approach to preventing subsequent revictimization.
Schlagwörter:Alkohol; harm reduction; Schadensbegrenzung; sexual assault
CEWS Kategorie:Studium und Studierende, Hochschulen, Sexuelle Belästigung und Gewalt