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"Science Study and teaching Sex differences"
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Gender in STEM education in the Arab Gulf Countries
This book explores the critical issues in gender and STEM education in the Arabian Gulf, written within a context of educational systems developing rapidly over recent decades. With the ever-growing need for a highly skilled, gender-inclusive STEM workforce, the issues raised in this book are more topical than ever. It presents chapters from various sectors such as childrens perceptions of science, scientists and their work, adolescent and university years by studying large-scale secondary data variations across countries in the region and finally presenting work relating to gender in STEM education. The book closes with a chapter on factors of success in female leaders STEM career journeys. It offers recommendations for both policy and practices in gender equity in the STEM workplace, based on their experiences. This book is written in a highly accessible yet academic manner. It is an essential resource for a wide-ranging audience interested in the complex relationships between gender and STEM.
Book
Discourses, identities and investment in foreign language learning
This book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students' language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other 'global' languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.
eBook
VentureGirls : raising girls to be tomorrow's leaders
Shares practical advice and activities for parents and educators for engaging today's young women in STEM subjects while giving them the tools of positive entrepreneurship.
Book
Bourdieu, networks, and movements: Using the concepts of habitus, field and capital to understand a network analysis of gender differences in undergraduate physics
Current trends suggest that significant gender disparities exist within Science, Technology, Engineering, and Mathematics (STEM) education at university, with female students being underrepresented in physics, but more equally represented in life sciences (e.g., biology, medicine). To understand these trends, it is important to consider the context in which students make decisions about which university courses to enrol in. The current study seeks to investigate gender differences in STEM through a unique approach that combines network analysis of student enrollment data with an interpretive lens based on the sociological theory of Pierre Bourdieu. We generate a network of courses taken by around 9000 undergraduate physics students (from 2009 to 2014) to quantify Bourdieu's concept of field. We identify the fields in which physics students participate by constructing a weighted co-enrollment network and finding communities within it. We then use odds ratios to report gender differences in transverse movements between different academic fields, and non-parametric tests to assess gender differences in vertical movements (changes in students' achievement rankings within a field). Odds ratios comparing the likelihood of progression from one field to another indicate that female students were more likely to make transverse movements into life science fields. We also found that university physics did a poor job in attracting high achieving students, and especially high achieving female students. Of the students who did choose to study physics at university, low and middle achieving female high school students were more likely to decrease their relative rank in their first year compared to their male counterparts. Low achieving female students were also less likely to continue with physics after their first year compared to their male counterparts. Results and implications are discussed in the context of Bourdieu's theory, and previous research. We argue that in order to remove constraints on female students' study choices, the field of physics needs to provide a culture in which all students feel like they belong.
Journal Article
Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents
This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism
and
to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives.
Journal Article
To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses
For over 50 years instructor humor has been recognized as a way to positively impact student cognitive and affective learning. However, no study has explored humor exclusively in the context of college science courses, which have the reputation of being difficult and boring. The majority of studies that explore humor have assumed that students perceive instructor humor to be funny, yet students likely perceive some instructor humor as unfunny or offensive. Further, evidence suggests that women perceive certain subjects to be more offensive than men, yet we do not know what impact this may have on the experience of women in the classroom. To address these gaps in the literature, we surveyed students across 25 different college science courses about their perceptions of instructor humor in college science classes, which yielded 1637 student responses. Open-coding methods were used to analyze student responses to a question about why students appreciate humor. Multinomial regression was used to identify whether there are gender differences in the extent to which funny, unfunny, and offensive humor influenced student attention to course content, instructor relatability, and student sense of belonging. Logistic regression was used to examine gender differences in what subjects students find funny and offensive when joked about by college science instructors. Nearly 99% of students reported that they appreciate instructor humor and reported that it positively changes the classroom atmosphere, improves student experiences during class, and enhances the student-instructor relationship. We found that funny humor tends to increase student attention to course content, instructor relatability, and student sense of belonging. Conversely, offensive humor tends to decrease instructor relatability and student sense of belonging. Lastly, we identified subjects that males were more likely to find funny and females were more likely to find offensive if a college science instructor were to joke about them.
Journal Article
Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on a Structural Equation Model among College Students in Chile and Spain
The scope of this study was to evaluate whether the adoption of e-learning in two universities, and in particular, the relationship between the perception of external control and perceived ease of use, is different because of gender differences. The study was carried out with participating students in two different universities, one in Chile and one in Spain. The Technology Acceptance Model was used as a theoretical framework for the study. A multi-group analysis method in partial least squares was employed to relate differences between groups. The four main conclusions of the study are: (1) a version of the Technology Acceptance Model has been successfully used to explain the process of adoption of e-learning at an undergraduate level of study; (2) the finding of a strong and significant relationship between perception of external control and perception of ease of use of the e-learning platform; (3) a significant relationship between perceived enjoyment and perceived ease of use and between results demonstrability and perceived usefulness is found; (4) the study indicates a few statistically significant differences between males and females when adopting an e-learning platform, according to the tested model.
Journal Article
Epidemiological investigation on hand hygiene knowledge and behaviour: a cross-sectional study on gender disparity
Background
The hand hygiene (HH) behaviour of the general public and its effect on illnesses are issues of growing importance. Gender is associated with HH behaviour. HH efficiency is a combination of washing efficiency and hand drying, but information about the knowledge level and HH behaviour of the general public is relatively limited. The findings of this cross-sectional study can substantially contribute to the understanding on the knowledge gap and public behaviour towards HH, thereby providing information on gender-specific health promotion activities and campaigns to improve HH compliance.
Methods
An epidemiological investigation by using a cross-sectional study design on the general public was conducted either via an online platform (SurveyMonkey) or paper-and-pen methods. The hand-washing and -drying questionnaire was used for data collection.
Results
A total of 815 valid questionnaires were collected. Majority of the respondents can differentiate the diseases that can or cannot be transmitted with poor HH, but the HH knowledge of the respondents was relatively inadequate. The female respondents had a significantly better HH knowledge than male respondents. The multiple regression analysis results also indicated that females had a significantly higher knowledge score by 0.288 towards HH than males after adjusting for age and education level. Although the majority of the respondents indicated that they performed hand cleaning under different specific situations, they admitted only using water instead of washing their hands with soap. More males than females dried their hands on their own clothing, whereas more females dried their hands through air evaporation. The average time of using warm hand dryers was generally inadequate amongst the respondents.
Conclusions
Being a female, middle-aged and having tertiary education level are protective factors to improve HH knowledge. Misconceptions related to the concepts associated with HH were noted amongst the public. Self-reported practice on hand drying methods indicated that additional education was needed. The findings of this study can provide information on gender-specific health promotion activities and creative campaigns to achieve sustained improvement in HH practices.
Journal Article
Predicting Vocabulary Growth in Children With and Without Specific Language Impairment: A Longitudinal Study From 2;6 to 21 Years of Age
Purpose: Children with specific language impairment (SLI) often have vocabulary impairments. This study evaluates longitudinal growth in a latent trait of receptive vocabulary in affected and unaffected children ages 2;6 (years;months) to 21 years and evaluates as possible predictors maternal education, child gender, and nonverbal IQ. Method: A sample of 519 participants (240 with SLI; 279 unaffected) received an average of 7 annual assessments for a total of 3,012 latent trait Peabody Picture Vocabulary Test (PPVT) observations. Unconditional and conditional multilevel growth models were estimated to evaluate growth trajectories and predictor relationships over time. Results: Children with SLI had lower levels of receptive vocabulary throughout the age range assessed. They did not close the gap with age peers. Children with higher nonverbal IQs had better PPVT performance, as did children of mothers with higher education. Child gender showed an advantage for young girls that leveled out with age and then became an advantage for boys from ages 10 to 21 years. All children's rate of vocabulary acquisition slowed around 12 years of age. Conclusions: The outcomes of the study have implications for hypothesized causal pathways for individual differences; predictions differ for children under 5 years, 6-10 years, and later ages.
Journal Article
Depressive and anxiety symptoms and COVID-19-related factors among men and women in Nigeria
Despite the greater adverse economic impacts in low and middle-income (LAMI) compared to high-income countries, fewer studies have investigated the associations between COVID-19-related stressor and mental health in LAMI countries. The objectives of this study were to determine the associations between COVID-19-related stressors and anxiety and depressive symptoms while controlling for known risk and protective factors and to investigate any sex differences. An online survey was carried out to assess sociodemographic, psychosocial (previous mental health conditions, sexual orientation, intimate partner violence and perceived social support) and COVID-19-related variables. Hierarchical linear regression was carried out with anxiety and depressive symptoms as separate outcomes. Of the COVID-19-related factors, testing positive for COVID-19 infection, having COVID-19 symptoms, having other medical conditions, self-isolating due to COVID-19 symptoms, worry about infection, perception of the pandemic as a threat to income and isolation during the lockdown were significantly associated with higher anxiety and depressive symptoms. Of these, worry about infection, isolation during lockdown and disruption due to the pandemic retained independent associations with both outcomes. The variance in anxiety and depressive symptoms explained by COVID-19-related factors was larger in women (11.8%) compared to men (6.1% and 0.8% respectively). COVID-19-related stressors are associated with higher anxiety and depressive symptoms, with these effects being larger in men compared to women. Enhancing social support can be an affordable strategy to mitigate this risk but this needs to be investigated using appropriate designs.
Journal Article