Women In Courses Research Articles

Business School Grades, Assessment Scores, and Dropout Rates in the Covid-19 Pandemic

In response to the Covid-19 pandemic, universities shifted from predominantly in-person learning to fully online instruction in early 2020. Subsequent semesters faced continued uncertainty regarding course modalities, with institutions adopting an idiosyncratic mix of formats dependent on current community infection rates. In this paper, we compare student performance in three Covid-19 affected semesters to performance in the previous two unaffected semesters. Performance is measured as course grades, scores on standardized course specific assessment tests, and the incidence of dropping, withdrawing, or earning a grade of an F. On average, we find grades trended significantly higher throughout the semester, although student performance on standardized course assessment tests and the incidence of students failing or dropping remained relatively unchanged. This was not true for all types of students. First-year and first-generation students did significantly worse throughout the pandemic in online courses, as compared to courses with some in-person element. In addition, women in courses with some in-person requirement reversed the usual penalty observed in business courses, outperforming otherwise equivalent male students in this modality.

Estratificação horizontal da educação superior no Brasil: desigualdades de classe, gênero e raça em um contexto de expansão educacional

O acesso ao ensino superior é fundamental para diminuir as desvantagens de pessoas com origens nos grupos menos privilegiados, na medida em que aumenta as chances de mobilidade social ascendente. A literatura sobre estratificação educacional nos ensina que tanto o acesso aos diferentes tipos de modalidade ofertada (bacharelados, licenciaturas, cursos tecnológicos) quanto quais cursos são escolhidos (medicina, administração ou pedagogia) influenciam as chances de alcançar os melhores empregos. Tendo em vista que os diferentes diplomas universitários não são iguais em termos das vantagens que trazem para os diplomados, e que há diferenças de acesso entre os cursos universitários em termos de classe, gênero e raça, o perfil de acesso a esses cursos deve ser analisado. Neste artigo, avaliamos de forma inédita e desagregada o padrão de expansão do ensino superior brasileiro e como se configuram as oportunidades no sistema. Mobilizando dados do Inep, nossos resultados apontam que pessoas com origem nos estratos mais altos (pais com ensino superior) tinham probabilidade significativamente maior de entrar nos cursos de maior prestígio (medicina, odontologia, engenharias etc.) e em instituições públicas do que pessoas com origem nas classes mais baixas. Também encontramos forte estratificação por gênero tendo em vista que homens têm maior probabilidade de entrar em cursos das ciências exatas e mulheres em cursos relacionados ao ensino e aos cuidados. A estratificação por gênero, no entanto, combina-se de forma não linear com a estratificação por classe de origem, na medida em que há cursos típicos de homens de classe alta, mulheres de classe alta, homens de classe baixa e mulheres de classe baixa.

An Inconvenient Truth: the invisibility of Women in ICT

This paper presents research findings from an Australian Faculty of Information and Communication Technology (FICT) against a backdrop of declining interest amongst women in courses and careers in Information and Communication Technology (ICT). It poses the question of why research conversations around women in ICT are still pedagogically ignored, even after over twenty years of gender research and projects. In reporting the findings of this research project it seeks an understanding of and remedy for the steep decline of interest and uptake of ICT places at tertiary institutions in Australia, particularly amongst young women. In addition to understanding gender differences in educational motivation and performance, and appreciating the challenges posed to ICT education, readers must also be cognisant of the steep decline of interest in careers in ICT in general.

Ten years of strategies to increase participation of women in computing programs

In the late eighties, the participation rate of women in Information Technology courses in most Australian Universities was around 25%. This low level of women's participation in computing courses occurs not only in Australia but also overseas [1], [2]. More studies that are recent indicate that the participation rates have not improved and in fact may be even further in decline [3]. Participation rates in the workforce also appear to be in decline [4], [5].Concerned at the imbalance within Australia, the Federal government directed all Australian Universities to increase the number of women in courses leading to a professional computing qualification (i.e., information technology courses) to 40% of students by 1995 [6].This paper details one Australian university's approach, over a 10-year period (1991 - 2001), to redress this imbalance. We provide examples of intervention strategies developed and the outcomes for these strategies. We present the outcomes against a background frame of the Australian Higher Education scene of that decade which was influenced by funding levels to universities in general and to equity programs in particular. We present data related to the participation of women in computing programs along with snapshots of the overall changing student demographics over this period.

Women Talk about Talk at Work

Western theory of rhetoric is based upon a narrow culture-specific literacy practice of dominant groups in the public domains of society. Empirical research into rhetorical acts in other social contexts, and performed by non-dominant groups such as working-class women is neglected. I argue that such a research is needed. An important reason for research is the desire to ground a language education that empowers working-class women in courses of adult basic education to act effectively and to see themselves as people who have a say in the communicative situations in which they participate. In this paper I give an account of my research into the language experiences of twenty-two working-class women in their paid or volunteer jobs. It became clear that the rhetorical act is not a neutral or merely a technical concept. The rhetorical act is gendered and its description therefore needs a revised theoretical framework.

Changing Approaches to Teaching "Women in Literature"

studies courses offered in colleges across the country. It came about as a direct result of the politicization of professional literary scholars as the new feminist movement began to emerge in the late 1960's and early 1970's. who had jobs teaching in colleges and universities had been teaching traditional the way it had been taught to us in graduate school. We taught the standard canon of English and American poetry, fiction, and drama, and reiterated the literary judgments that had been assigned to these works. This meant accepting without question the male view of what women are or should be as well as who were the significant writers and even definitions of what is and is not literature itself. Thus we taught Margot Macomber as a classic Hemingway bitch and Chaucer's Griselda as the ideal, patient wife; accepted without question Jocasta's decision to sacrifice her child because of the prophecy that he would kill his father; and condemned Clytemnestra for her unforgiving nature. For these views, and for not rocking the academic boat generally, many of us were rewarded with degrees, jobs, and promotions. But women English teachers are women as well as teachers, and we could not help responding to the political climate around us. Two important books, both published in 1970, permanently changed my life and, I suspect, also changed the lives of many other academic women. Robin Morgan's Sisterhood is Powerful is still the classic women's liberation anthology; it is as alive and urgent as it was ten years ago. It led me to reexamine my personal life and to try to find a consciousness raising group in my neighborhood. Kate Millett's Sexual Politics had more significance to English teachers than to other women: it showed us a new way to look at and a new way of teaching it, as well as a new way of seeing ourselves in the class structure of he academy. As Sexual Politics made clear, all of could be reviewed and reinterpreted from a feminist perspective. I wanted to apply this exciting insight to my teaching. I discovered that other women had had similar ideas and had developed Women in courses. syllabi for these courses were collected by Know, Inc. (they are now collected by Feminist Press). So I was able to see actual working syllabi and course outlines and to model the outline for my course on them. This subsequently became an important point in trying to sell my course to my English Department Curriculum Committee. I felt that I was not alone in my approach, and the English Department felt that it was not going out too far on a limb. They approved the course, but too late for it to be listed in the preregistration offerings. I was warned by my dean that unless it could get the minimum of fifteen students at registration, the course would be canceled. In spite of these warnings, however, Women in Literature, first offered at William Paterson College in Spring 1972, turned out to be a huge success. I used as the basic text Mary Anne Ferguson's newly published Images of in Literature (which I ordered sight unseen from Houghton Mifflin and which is now about to go into a third edition). In the text Ferguson tries to uncover social and emotional stereotypes of women and organizes her material by these stereotypes. Her chapter headings are: The Submissive Wife and Feminine Mystique, The Mother: Angel or Mom, The

Academic Achievement of Men and Women in Courses Related to Business Programs

According to a recent Census Bureau report (5), the number of students enrolled in the nation's colleges increased from 7.4 million in 1970 to 9.8 million in 1978, with the majority of this increase due to the growth in enrollment of women. The number of men enrolled increased_ by only .7 million during the time period, whereas the number of women increased by 1.7 million. Even more impressive, however, is the changing enrollment in business administration. As indicated in Table 1, the number of women enrolled in undergraduate business programs within the California State University and College System (nineteen campuses) increased by 248% during the period, 1972 to 1978, compared to a 22% increase in male enrollment. Further, female participation in graduate business programs increased by 376%, versus a 19% increase in male participation during the six-year period. In light of the fact that women are increasingly attempting to prepare themselves academically for the business world, the purpose of this study was to examine the academic achievement of women relative to that of men in various subject areas normally associated with undergraduate business programs. The subject areas at the lowerdivision level included in the investigation were accounting,