This paper contributes to the literature on the drivers of the gender gap in STEM by focusing on a critical career juncture: the bridge between university study in STEM fields and work. We ...investigate the effect of selected characteristics of recent STEM graduates' university education on the difference between women and men in their likelihood of obtaining STEM occupations shortly after graduation. Using unique data on a large sample of graduates in male-dominated STEM fields, we show that a diversified university curriculum increases the likelihood of women graduates getting STEM occupations shortly after graduation, while it does not affect men. In contrast, doing internships during university studies and participating in study abroad programs reduce the likelihood of men graduates entering STEM occupations, but does not affect women. Additionally, students' graduation grades increase the probability of both women and men securing STEM occupations.
•In male-dominated STEM fields, fewer women than men obtain STEM occupations shortly after graduation•The university’s characteristics moderate the difference between women and men in the likelihood to obtain STEM occupations•Diversified university curricula increase the likelihood of women obtaining STEM occupations shortly after graduation, while they do not affect men.•Completion of internships and participation in study abroad programs reduce the likelihood of men obtaining STEM occupations shortly after graduation, but do not affect women•Higher graduation grades increase the probability of both women and men getting STEM occupations.
El presente artículo trata de ofrecer la visión consensuada y compartida desde el Área de Educación Física y Deportiva de la Universidad Rey Juan Carlos acerca de cuáles deben ser los elementos ...esenciales del abordaje del proceso formativo de los futuros maestros de Educación Física. Entre ellos se exponen las claves sobre la importancia de la motricidad, el rol del alumno en las clases teóricas y prácticas, que debe ser activo y reflexivo en todo momento, la comunicación docente-discente, el trabajo en grupos como herramienta de interacción social y co-aprendizaje, las tareas individuales desde una perspectiva crítica y los aspectos más relevantes sobre el proceso de programación de los contenidos de Educación Física, tales como la secuenciación, el abordaje global de los contenidos y el uso de las nuevas tecnologías. Por último, se expone el consenso de los docentes del área sobre los objetivos, contenidos y procedimientos evaluativos de las asignaturas del área, tomando como referencia la materia de Didáctica de la Educación Física del Grado de Maestro en Educación Primaria con Mención en Educación Física.
It is common for students to use Wikipedia for their work, either as a source of information or by copying it directly. In this study, an experiment was carried out with first-year university ...audiovisual degree students for four consecutive years; they started working as Wikipedia editors in Basque as a method for developing the skills to be worked on in a subject. Among them, they have created or developed 412 in-depth articles. Once the exercise was over, in the questionnaire given to the pupils, and according to the interview with some pupils and teachers, this exercise has helped them to work on different skills, including written communication and documentation work. The fact that it has been made public has generated motivation and responsibility on the part of the students. When editing Wikipedia articles, students have worked with greater responsibility and depth, understanding the importance of working with reliable sources.
Abstract Many works have sought to define the research agenda of Brazilian sociology, its temporal evolution, and other internal and external dynamics. However, the methods employed in the thematic ...classification of the discipline are still rudimentary. To adress this issue, this article applied text processing techniques, particularly Topic Modelling, to analyze over 3 thousand doctoral theses published at the beginning of the millennium. The results indicate that our “new” sociology is characterized by a relative decline in the importance of traditional themes, such as studies on labor, in favor of more diverse topics, such as violence and gender. These transformations seem to reflect guidelines from funding agencies and changes in public debate, posing new challenges on the horizon of the discipline.
Résumé De nombreux travaux ont cherché à définir l’agenda de recherche de la sociologie brésilienne, son évolution temporelle, ainsi que d’autres dynamiques aussi bien internes qu’externes. Cependant, les méthodes employées pour classifier ses thématiques sont encore rudimentaires. Pour y remédier, plus de 3 mille thèses de doctorat, publiées au début du millénaire, ont été soumises à des techniques de traitement de texte, en particulier celle de la Modélisation Thématique. Les résultats publiés dans cet article indiquent que notre “nouvelle” sociologie est marquée par la perte de l’importance relative accordée à des thèmes traditionnels comme, par exemple, les études sur le travail, au profit de thèmes plus divers comme la violence et le genre. Il semblerait que ces transformations reflètent les directives des agences de financement ainsi que les changements dans le débat public, posant de nouveaux défis à l’horizon de la discipline.
Resumo Muitos trabalhos buscaram definir a agenda de pesquisa da sociologia brasileira, sua evolução temporal e demais dinâmicas internas e externas. Porém os métodos empregados na classificação temática da disciplina ainda são rudimentares. Para contornar isso, este artigo submeteu mais de 3 mil teses de doutorado, publicadas no início do milênio, a técnicas de processamento de texto, especialmente à Modelagem de Tópicos. Os resultados indicam que nossa “nova” sociologia é marcada pela perda de importância relativa de temas tradicionais, como os estudos sobre o trabalho, em prol de tópicos mais plurais, como violência e gênero. Ao que parece, essas transformações refletem diretrizes das agências de fomento e mudanças no debate público, o que coloca novos desafios no horizonte da disciplina.
Resumen Muchos trabajos buscaron definir la agenda de investigación de la sociología brasileña, su evolución temporal y otras dinámicas internas y externas. Sin embargo, los métodos utilizados en la clasificación temática de la disciplina son aún rudimentarios. Para evitarlo, este artículo sometió más de 3 mil tesis doctorales, publicadas en el inicio del milenio, a técnicas de procesamiento de textos, especialmente Modelado de Tópicos. Los resultados indican que nuestra “nueva” sociología está marcada por la pérdida de importancia relativa de temas tradicionales, como los estudios sobre el trabajo, a favor de tópicos más plurales, como la violencia y el género. Según parece, estas transformaciones reflejan directrices de las agencias financiadoras y cambios en el debate público, lo que coloca nuevos desafíos en el horizonte de la disciplina.
Microagressões raciais são degradações e humilhações sutis, veladas, inócuas, feitas muitas vezes de forma intencional, proferidas contra indivíduos em nível local e individual. No Ensino Superior, ...pesquisas destacam que experiências com microagressões têm levado estudantes a abandonarem seus cursos. Nesse estudo, buscamos compreender a forma como estudantes cotistas negros e negras de cursos de Ciências Exatas vivenciam microagressões raciais em sua trajetória universitária. Para isso, apresentamos resultados relacionados a uma das categorias de análise de uma pesquisa em andamento, que se relaciona às vivências de 40 estudantes com microagressões raciais dentro de um contexto acadêmico. Os respondentes sofreram microagressões raciais em salas de aula, laboratórios, em atividades de campo, e com docentes, demonstrando sentimentos de desmerecimento, exclusão, desconsideração, invalidez, e invisibilidade. Diante dos relatos, os estudantes combateram ou não tal fenômeno por meio de enfrentamento individual, enfrentamento em grupo, por representatividade, por apoio profissional e por silenciamento.
How do university funding reforms influence gender, ethnic and socio-economic inequality in university student bodies? Since the 1990s many countries have introduced dual-track admissions systems, ...which allow self-financing students to enter public universities with lower academic credentials than those selected through regular, state-subsidised admissions routes. In this paper, we use unique quantitative historical data to explore the evolution of diversity in the student body at the University of Nairobi, Kenya’s oldest and most prestigious university, which implemented such reforms in the late 1990s. Via a record of all graduates from the University of Nairobi since its founding, the paper uses information inherent in person-names to examine the gender, ethnic and socio-economic composition of graduating students. The results show that the expansion of fee-paying routes is associated with declining gender and ethnic inequality but increasing socio-economic inequality. These results evince the subtle ways in which education policies may trade-off different equality objectives.
•Uses name-analysis to study University of Nairobi graduate characteristics.•Examines inequality effects of dual-track admissions programmes (‘Module II’).•Dual-track admissions in Kenya associated with reduced gender and ethnic inequality.•Dual-track admissions in Kenya associated with increased socio-economic inequality.
This article exposes the research results of a comparative center study in recognizing the different didactic integration models, with or without technological mediation, used by Colombian university ...teachers, analyzing the selection criteria, use and curricular effect in teaching curriculum. This incursion of technologies, especially within the development of critical, creative and scientific thinking to address reality and solve real problems; this category being part of the dimensions that constitute the collection instrument. The cross-sectional research, with a descriptive-inferential scope and a prospective and non-experimental record, was carried out with an initial sample of 190 participating teachers. However, to ensure completeness and inclusion criteria, the analysis sample was 163, responding to the conditions of randomness, size, and representativeness; according to gender, age range and maximum level of studies achieved, under a confidence level of 95% and an estimation error of 5%. The main results allowed us to infer the relationship between the use of these ICT-mediated models and their influence on the profile of citizens trained in Higher Education.
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