ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring, Organizational Rank, and Women's Perceptions of Advancement Opportunities in the Workplace
Author: Washington, Christa Ellen
Date: 2010-00-00
Type: Journal Articles
Subjects: Mentors,Females,Barriers,Supervisory Methods,Tenure,Career Development,Informal Education,Womens Education,Womens Studies,Literature Reviews,Entry Workers,Comparative Analysis

The purpose of this study was to examine perceived career barriers of women in entry-level and mid-level positions who were formally and informally mentored. Research studies have found that mentoring can yield positive outcomes; however, there is limited research on how mentoring style impacts career advancement. The primary research questions were: Do women who reported being informally mentored identify the same perceived barriers to career advancement as women who reported being formally mentored, and are there differences based on whether women reported being in entry-level or mid-management-level positions? Professional women representing a variety of professional organizations were invited to participate. Mentoring style (formal and informal) and organizational rank (entry-level and mid-management) were compared on perceived career barriers (lack of cultural fit, exclusion from informal networks, lack of mentoring, poor organizational management processes, difficulty getting developmental assignments, and difficulty obtaining opportunities for geographic mobility). Results indicated only one significant finding. Informally mentored proteges rated "Lack of Mentoring" as more of a barrier to advancement than who reported being formally mentored. The study contributes to social change by providing empirical support for the importance of formal mentoring in empowering women for future career advancement. Managers who understand the importance of formal mentoring for women can help create work environments that provide equal opportunities for advancement for both men and women. (Contains 1 figure.)
Women Faculty in Higher Education: A Case Study on Gender Bias
Author: Bingham, Teri
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Women Faculty,Females,Gender Bias,College Faculty,Questionnaires,Teacher Attitudes,Attitude Measures,Self Concept,Teaching Conditions,Family Work Relationship,Equal Opportunities (Jobs),Career Development

This study examines the perceptions of female faculty members in higher education to ascertain their views regarding gender bias in the workplace. A questionnaire was used to collect data from the participants regarding their beliefs of the value and productivity of their work, possible disparity in treatment based on gender, constraints put on women because of care-giving responsibilities, and potential limitations on their career. From the data emerged four categories that impact the lives of women. These issues are discussed and recommendations for policy changes are suggested.
Addressing the Issue of Gender Equity in the Presidency of the University System in the Southern African Development Community (SADC) Region
Author: Guramatunhu-Mudiwa, Precious
Date: 2010-00-00
Type: Journal Articles
Subjects: Sex Fairness,College Presidents,Regional Characteristics,Womens Education,Womens Studies,Women Administrators,Governance,Disproportionate Representation,Educational Development,Foreign Countries,Gender Discrimination

The Southern African Development Community (SADC) is a regional economic grouping of 15 countries whose common vision is to promote economic, social and political development and growth. Arguably, sustainable growth can be realized if there is equal access to all positions of power and influence in the area, but an investigation of 117 universities revealed that while 105 universities (89.7%) are led by male presidents, only 12 universities (10.3%) are led by females. Only 6 of the 15 countries had institutions led by female presidents. This paper postulates that the gender gap in the university presidency is attributable to the theory of hierarchical marginalization--a theory that avers that men predominantly seek to control productive sectors of the economy, while relegating women to the reproductive sectors that have comparatively less influence. The paper concludes by suggesting ways that SADC countries could address gender equity in the university leadership with the goal advancing development in the region. (Contains 1 table and 2 figures.)
Educating Women Students in the Academy to Confront Gender Discrimination and Contribute to Equity Afterward
Author: Mentkowski, Marcia
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Females,Program Effectiveness,Sex Fairness,Gender Discrimination,Womens Education,Womens Studies,Alumni,Graduate Surveys,Followup Studies,Sex Stereotypes,Competence,College Outcomes Assessment,Educational Indicators

We argue that (1) faculty and other academic professionals who educate undergraduate women in capabilities such as effective communication, teamwork, and leadership that are integrated with the disciplines (e.g., biology, history, fine arts) and professions (e.g., education, nursing, management) indirectly assist their students to confront gender discrimination and contribute to equity, and that (2) the educational effect transfers afterward to alumnae performance in the professional workplace. Longitudinal data were collected over ten years from students in a college for women. Prior findings from this study are re-interpreted in relation to gender equity. Five years after college (based on externally-derived models for coding performance interview events and questionnaires), a majority of women alumnae demonstrated at least one of four ability factors that challenge gender discrimination: Collaborative Organizational Thinking and Action, Balanced Self Assessment and Acting from Values, Development of Others and Perspective-Taking, and Analytical Thinking and Action. Career-level indicators validated Collaborative Organizational Thinking and Action for advancement, salary, and degree of autonomy in a traditionally female (nursing) and a traditionally male (management) profession. Analysis of forty-six performance interview events found thirteen events where alumnae dealt with system failures while interacting with males. Alumnae in nursing and management constructed their performance or lack of it as due to overt or structural gender discrimination in only two of these thirteen performance interview events. The authors suggest that alumnae in this study were effective in both traditionally female and traditionally male professional settings. Gender discrimination probably occurred in the workplace of the time, but women alumnae were effective in confronting it and were effective in their careers. Because they had developed both independent and collaborative abilities in college, they contributed to more collaborative and thus more equitable workplaces, and contributed to the effectiveness of their organizations. The authors conclude with recommendations for higher education curriculum and policy. (Contains 1 table and 5 footnotes.)
Women Sociological Faculty and Scholarship Success in the Heartland
Author: Colmenero-Chilberg, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Women Faculty,College Faculty,Faculty Publishing,Sociology,Comparative Analysis,Authors,Sex Stereotypes,Gender Issues,Periodicals

Women's difficulty in achieving professional success in faculty positions in higher education is a continuing concern. Finding a balance between home and work responsibilities is more complex for women, and when traditional gender scripts are bent, they lead to harsher judgments from students, peers and administrators than for their male colleagues (Lindsey 2005; Bleakley 2002). There has been an increase in the number of women earning Ph.D.'s (Kramer 2005), but they still are more likely to be part-time faculty and to serve in untenured positions where opportunities for advancement are limited (Glayzer-Raymo 2008; Lindsey 2005). One measure of success in the academic world is number of publications, and these are ranked from the most prestigious national and international journals, to the lower tiered yet still prestigious regional publications, to those at the bottom--the small regional or state publications. This project investigates four years of sociological journals at these three levels--the &quot;American Journal of Sociology&quot; (national/international), &quot;The Sociological Quarterly&quot; (large regional), and the &quot;Great Plains Sociologist&quot; (small regional). A comparison is made in two areas. First, gender and its interrelationship with first authorship is investigated, and second, the specific topic of the article is analyzed for gender stereotyping. (Contains 6 tables and 3 footnotes.)
How Title IX and Proportionality Population Concepts Have Equalized Collegiate Women's Sports Programs with Men's Sports and Allows Spillover Gains for Women in the Workplace
Author: Compton, Nina H.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Athletics,Womens Athletics,Gender Bias,Gender Discrimination,Team Sports,Females,Federal Legislation,Resistance to Change,Males,Conflict Resolution,Social Justice,Legal Problems,Athletic Coaches,Resource Allocation

Title IX of the Education Reformation Act was passed in 1972 for the purpose of providing equality between males and females in intercollegiate sports. Since its inception the disparity between men's and women's varsity athletics programs has persisted throughout American colleges and universities. Discrimination and equal protection concerns define the continuing debate of gender equality under the Act. Campuses across the Nation have seen athletic departments add women's varsity sport programs and cut men's programs in order to remain compliant under the Act. This paper explores the equal protection concerns of proportionality amongst enrollment rates and participation rates in intercollegiate athletics. The state of Title IX today remains clouded with questions by college administrators who, after over three decades of enforcement, are employing proportionality concepts as a measure to obtain gender equality in sports. The proportionality practice of cutting men's programs instead of adding women's programs may undermine the purpose of Title IX. This paper is an analysis of the Court decisions and lawsuits that characterize the controversy of Title IX and its legal application to claims of gender bias associated with female athletic programs. The study of this concern is imperative and will shape how college athletic programs are administered in the future. (Contains 22 footnotes.)
Women's Career Investment and the Returns: Career Benefits and Barriers in the 21st Century Green Economy
Author: Johnson, Philomena M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Sustainability,Conservation (Environment),Ecology,Quality of Life,Economic Impact,Strategic Planning,Partnerships in Education,Career Awareness,Females,College Students,Urban Universities,Social Networks,Job Shadowing,Recruitment,Marketing,Career Development,Student Organizations,Employment Opportunities,Gender Differences,Barriers

The key to building successful strategies as a higher education practitioner promoting 21st century green economy career awareness for women attending urban universities, demands advocating for benefits, and subverting potential barriers, to positively influence career choices. Women's career investment and returns increase when proper strategies are employed to address benefits and barriers embedded within urban university systems. There are five primary strategies involved. Develop internal constituents to: 1) partner with career services centers, science, engineering and urban colleges, faculty, staff and student organizations; 2) recruit external constituents from memberships in professional clubs and organizations, civic venues, forums, networking, seminars, workshops, conferences, business, and governmental organizations. Establish a network to engage students pursuing green careers with professionals; 3) provide opportunities for career development through cooperative, internship and experiential learning programs, mentoring, informational interviews, career fairs, job shadowing and placement activities; 4) design effective recruitment and marketing campaigns to attract students by incorporating savvy communication techniques to diminish barriers; 5) focus on advisement and counseling meetings, review concept and ideas to reach diverse women by establishing relationships with public relations and marketing departments, student newspapers and radio stations. Hold classroom presentations and investigate social networking sites.
Existentialism, Globalisation and the Cultural Other
Author: Sanderson, Gavin
Date: 2004-00-00
Type: Journal Articles
Subjects: Global Approach,Philosophy,Cultural Differences,Fear,Stereotypes,Political Attitudes,Economic Development

Globalisation is not a new phenomenon but the world has never before been subject to global forces that are characterised by such extensity, intensity, velocity and impact. Modern technology and communications effectively compress human time and space and we regard the world as a smaller place. One outcome of this has been greater contact with the "Cultural Other". No longer can we think of "strangers and the strange" as dislocated entities that are peripheral to our own lives. For this to be a positive experience for all parties, there are some shortcomings to acknowledge and some hurdles to overcome. Concisely, we have been inconsistent in our efforts to connect with the Cultural Other. Furthermore, current neo-liberal globalisation agendas would not seem to augur well for improving on this record. This paper examines our contemporary engagement with the Cultural Other from an existential perspective and introduces the idea of the "fear of the unknown" as a foundation of our difficulty in accepting Otherness. It also offers a way forward by means of the internationalisation of the self. (Contains 2 figures and 9 footnotes.)
A Study of People-Run Tertiary Education in South and West China
Author: Wang, Yongyang
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Private Colleges,Private Education,Questionnaires,Governance,Government Role,Public Policy,Educational Policy,Parent Attitudes,Student Attitudes

Chinese People-Run tertiary education institutions have grown dramatically in recent years. This paper aims to discuss the government deregulation policy and its impact on private tertiary education in China since the 1980s, particularly on south and west China, Gui Zhou province. Three colleges have been selected respectively from economically developed area, Guangdong province, and comparative undeveloped province, Gui Zhou. Three hundred and eight questionnaires have been examined in order to portrait the status quo of private tertiary education in south and west China. (Contains 2 figures.)
Graduate-Entry Medical Student Variables that Predict Academic and Clinical Achievement
Author: Blackman, Ian
Date: 2004-00-00
Type: Journal Articles
Subjects: Medical Students,Academic Achievement,Path Analysis,Least Squares Statistics,Academic Aptitude,Predictor Variables,Performance Factors,Predictive Measurement,Predictive Validity,Foreign Countries,Student Records,Portfolio Assessment,Multiple Choice Tests,Clinical Teaching (Health Professions),Graduate Students

A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for graduate-entry medical students completing their third year of university studies. Nine latent variables were considered including the students' background, previous successes with their undergraduate and postgraduate studies and their assessed ability to study graduate-entry medicine based on their scholastic aptitude and their interview selection scores. The academic and clinical achievement of 99 graduate-entry medical students were estimated by measuring their performance on two separate assessment procedures, a 150 item multiple choice examination and a 20 item objectively structured clinical evaluation (OSCE) test. These two assessments were taken across two years (to include two student groups) and were equated using Rasch scaling procedures. Models identifying causal pathways leading to academic and clinical achievement were tested using Partial Least Squares Path Analysis (PLSPAT). The study's results suggest that medical student achievement can be predicted by variables, which account for 6 to 22 per cent of the variance of scores that assess academic achievement and clinical performance at the third year level respectively. The most significant predictors and those which had direct influence on graduate-entry medical student achievement were: (a) student gender, undergraduate grade point average scores, type of undergraduate studies undertaken, and where those studies were carried out that were related to the OSCE scores, and (b) whether or not the graduate-entry medical students had pursued other studies prior to undertaking the medical course and age that were both negatively related to achievement on the multiple choice examination. Measures of performance at interview and student scores for GAMSAT that were used in the selection process were not related to the performance outcomes assessed. (Contains 3 figures.)
The Design and Development of a Simulation to Teach Water Conservation to Primary School Students
Author: Campbell, Lee
Date: 2004-00-00
Type: Journal Articles
Subjects: Instructional Design,Water,Science Process Skills,Conservation Education,Multimedia Instruction,Multimedia Materials,Computer Simulation,Scientific Concepts,Teaching Models,Instructional Development,Science Course Improvement Projects,Technology Uses in Education,Elementary School Science,Foreign Countries

Information and Communications Technology (ICT) plays a dominant role in enhancing teaching and learning. Similar advances have been made in the use of multimedia in the classroom. These advances are coupled with newer developmental tools and techniques. This paper examines the design and development of a simulation on water conservation. Science concepts taught through traditional methods are brought to life through animation and multimedia. The paper examines the underlying instructional design and pedagogy for developing useful simulations. It also highlights the support provided by currently available authoring tools. The paper concludes with how the effectiveness of simulations can be examined, and discusses issues around the use of simulations and learning objects in the primary classroom. (Contains 17 figures.)
What's Really Wrong with Ethnography?
Author: Banfield, Grant
Date: 2004-00-00
Type: Journal Articles
Subjects: Realism,Ethnography,Epistemology,Theories,Criticism,Research Methodology,Validity,Phenomenology,Social Influences,Philosophy

In asking the provocative question: "What's wrong with ethnography?" Hammersley draws attention to what he sees as the conceptual and methodological confusion arising from two competing strands of practice: "naive realism" and "relativism". As a solution, he offers "subtle realism" to steer a path through and beyond the confusion. This paper presents an analysis of Hammersley's work, drawing attention to some of its shortcomings. These centre on two closely related issues. The first is Hammersley's conflation of ontology and epistemology. This results in a shallow realism that ignores the ontological status of structure and its relation to human practice. In contrast, Bhaskar's critical realism is offered as an appropriate under labourer to ethnographic theory and practice. The second is Hammersley's quick dismissal of orthodox Marxism as a viable theory for critical ethnography. Drawing on the critical realist ideas of stratification and emergence, the paper argues that Marxism is essential to any worthwhile critical ethnography. (Contains 1 table and 7 footnotes.)
Gifted Primary Students' Knowledge of Self Directed Learning
Author: Van Deur, Penny
Date: 2004-00-00
Type: Journal Articles
Subjects: Independent Study,Academically Gifted,Learning Strategies,Learning Processes,Elementary School Students,Interviews,Student Attitudes,Teaching Models,Influences,Knowledge Level,Comparative Analysis,Cognitive Style,Foreign Countries

Gifted students are often described in the literature as being self-regulated, self-directed learners. Ten gifted primary students were interviewed in order to clarify the concept of self-directed learning in students of primary age. The students provided information on their knowledge of self-directed learning, explanations of the self-directed learning process, self-directed learning at school and out-of-school, learning preferences, and their attitudes to self-directed learning. Gifted students' views were compared with those of ten randomly selected students and four students identified as having learning difficulties in classroom work. For gifted students, understandings of self-directed learning included internal influences such as initiative, effort, and persistence, and external influences included time management strategies, working with others, and using resources. The paper introduces a model of self-directed learning in primary students. The model includes motivation, learning strategies and the nature of the school context. (Contains 1 figure.)
Critical Thinking: Teaching Foreign Notions to Foreign Students
Author: Egege, Sandra
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Students,Critical Thinking,Foreign Countries,International Education,Cultural Differences,Academic Achievement,Cultural Awareness,Universities,Teaching Methods,Asians,College Students

The internationalisation of Australian universities presents a double challenge for student support services, to provide academic support programs that address perceived culturally based academic differences and to provide support programs which are culturally sensitive, inclusive and which contribute to the success of international students. Critical thinking is a paradigmatic case. Universities insist that critical thinking is a requirement of quality academic work while academics bemoan the lack of a critical approach to study by international students in general, and Asian students in particular. The challenge for transition programs is how to incorporate critical thinking within their framework without adopting either a deficit or assimilationist approach. This paper will discuss the difficulties inherent in this challenge and put forward a possible approach adapted from a strand of the Introductory Academic Program (IAP). However, questions are raised about the overall value of teaching critical thinking in this context. (Contains 2 footnotes.)