scholarly journals Computer science skills across China, India, Russia, and the United States

2019 ◽  
Vol 116 (14) ◽  
pp. 6732-6736 ◽  
Author(s):  
Prashant Loyalka ◽  
Ou Lydia Liu ◽  
Guirong Li ◽  
Igor Chirikov ◽  
Elena Kardanova ◽  
...  
Keyword(s):  
United States ◽  
International Students ◽  
Computer Science ◽  
The United States ◽  
Science Technology ◽  
The World ◽  
Elite Institutions ◽  
And Mathematics

We assess and compare computer science skills among final-year computer science undergraduates (seniors) in four major economic and political powers that produce approximately half of the science, technology, engineering, and mathematics graduates in the world. We find that seniors in the United States substantially outperform seniors in China, India, and Russia by 0.76–0.88 SDs and score comparably with seniors in elite institutions in these countries. Seniors in elite institutions in the United States further outperform seniors in elite institutions in China, India, and Russia by ∼0.85 SDs. The skills advantage of the United States is not because it has a large proportion of high-scoring international students. Finally, males score consistently but only moderately higher (0.16–0.41 SDs) than females within all four countries.

scholarly journals Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia

2020 ◽  
Vol 1 (3) ◽  
pp. 1283-1297
Author(s):  
Mike Thelwall ◽  
Pardeep Sud
Keyword(s):  
United States ◽  
New Zealand ◽  
The United States ◽  
The United Kingdom ◽  
Science Technology ◽  
Small Fields ◽  
English Speaking ◽  
Author Citation ◽  
And Mathematics ◽  
Weak Tendency

Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.

Grace under Fire

2016 ◽  
pp. 1-22 ◽  
Author(s):  
Ursula Thomas ◽  
Jill Drake
Keyword(s):  
United States ◽  
Career Aspirations ◽  
The United States ◽  
Theoretical Framework ◽  
Social Experiences ◽  
Stem Fields ◽  
Industrialized Nations ◽  
The World ◽  
Underrepresentation Of Women ◽  
And Mathematics

Understanding why women are underrepresented in various Science, Technology, Engineering, and Mathematics fields remains an important area of research. In the United States and in many industrialized nations around the world, STEM professions remain male dominated. Explanations for why women are not participating STEM professions are many and diverse. The Ecology Systems Theory (EST) presents a lens through which the causes for the continued underrepresentation of women in STEM fields may be examined. EST is widely accepted theoretical framework for exploring the influences that contribute to the development of an individual. The study presented in this chapter explored the familial, educational, economic, and social experiences of 125 female participants working in a STEM field. Findings suggest there are influences at specific levels in EST that can and do affect the educational and career aspirations of women in relationship to STEM fields.

Science, technology and education: England in 1870. The Wilkins Lecture, 1976

1977 ◽  
Vol 32 (1) ◽  
pp. 71-90 ◽  
Keyword(s):  
United States ◽  
Power Structure ◽  
The United States ◽  
Railway Line ◽  
Science Technology ◽  
The Pacific ◽  
The World ◽  
The Subject ◽  
The Mind ◽  
History Books

My lecture is about the diffusion of science and technology, through education, into the culture and economy of a society. As the journal Nature wrote early in 1870, ‘Education and science so naturally associate themselves in the mind that it is hardly possible to discuss the latter as independent of the former’. Here historians of science find common territory with economic and social historians, political historians, historians of education and with some eminent scientists; Lord Ashby has been a notable pioneer in the subject. Why 1870? Because it is one of the dates which form natural breaks in history books. Momentous upheavals were occurring in the power structure of the world. The Franco-Prussian War in 1870, so short, yet so far-reaching in its consequences, was followed by the unification of Germany. Italy too was unified in 1870. Japan had thrown off feudalism. The United States had just emerged from the Civil War, its unity symbolized by the opening of the first railway line linking the Pacific and Atlantic Oceans

Women and STEM

2014 ◽  
pp. 703-713
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
United States ◽  
Technology Education ◽  
21St Century ◽  
The United States ◽  
Communications Technology ◽  
Biological Functions ◽  
Science Technology ◽  
Gender Based ◽  
And Mathematics ◽  
Great Odds

While battling great odds in terms of discrimination and bias, women within the United States have made valuable contributions to the workforce. Now that the second decade of the 21st century is upon us, women have come into all facets of the workforce, finding a niche in Internet Communications Technology (ICT) as well as within Science, Technology, Engineering, and Mathematics (STEM), which should allow women more of an opportunity to pursue occupations. However, it seems that women are lagging in this part of the workforce within the constructs of science, technology, education, and mathematics also known as STEM. This glass ceiling, or gender barrier, may make matters worse in terms of reporting these kinds of women's issues because these reports are often written by men. In addition, the ideas and perceptions of masculinity and femininity have been scrutinized and analyzed in this chapter, and it is not difficult to realize the differences in gender based on biological functions.

International Students and Their Technology Proficiency

2015 ◽  
pp. 135-146
Author(s):  
Jacob Manu ◽  
Emmanuel Mensah
Keyword(s):  
United States ◽  
College Students ◽  
International Students ◽  
The United States ◽  
Technology Infrastructure ◽  
Technology Proficiency ◽  
Global Village ◽  
Experience Levels ◽  
The World ◽  
Perceived Relevance

The term “Global Village” has been used by both experts and novices to explain how the world we live in has gradually become a mere neighborhood. Meanwhile, one important factor that does not come into the global village discourse is that not all places or people can be accessed based on disparities in technology infrastructure and proficiency (Internet World Stats, 2012). Most importantly, not all college students in today's classrooms are technologically savvy (Fletcher, 2005). The purpose of this chapter is to identify the perceived relevance of computer technology among international students and their past technology experience levels in one of the Midwest universities in the United States. A sample of 90 international students reveals that they perceive technology as relevant to their learning. The study also reveals that different continents have different past technology experiences that might adversely affect international students' academic work.

scholarly journals From HHMI: Doubling Down on Diversity

2016 ◽  
Vol 15 (3) ◽  
pp. fe6 ◽  
Author(s):  
David J. Asai ◽  
Cynthia Bauerle
Keyword(s):  
United States ◽  
The United States ◽  
Underrepresented Minorities ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
Postsecondary Science ◽  
National Effort ◽  
Minorities In Stem

In spite of modest gains in the past four decades, the United States has not been able to substantially improve on the pervasive underrepresentation of minorities in postsecondary science, technology, engineering, and mathematics (STEM) pathways. We suggest a way to guide a national effort to double the persistence of underrepresented minorities in STEM in the next decade.

scholarly journals Understanding International Students from Asia in American Universities: Learning and Living Globalization

2018 ◽  
Vol 8 (4) ◽  
pp. 1941-1943
Author(s):  
Ahoefa S. Tshibaka
Keyword(s):  
United States ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Asian Students ◽  
Dominant Group ◽  
Korean Students ◽  
South Korean ◽  
The World ◽  
Different Parts

In this book, the editors suggest that the intensity of globalization is helping to reshape the American Education System. The reshaping of the American educational system is reflected in the number of students the United States accommodates from different parts of the world. With an international student count of 1.09 million; the United States is one of the primary destinations for international students in the world. Interestingly, Chinese, Indian, and South Korean students represent more than half (51%) of the overall number of international students in the United States. However, Asian students combined represent 64.3% of the overall number of international students in America, making them the dominant group of students (Ma & Garcia-Murillo, 2018, p. 1).

Sign in / Sign up

Export Citation Format

Share Document