Is economics a man’s business? Exploring the long-term effects of the gender gap in economic competencies at the upper secondary level on students’ choice to study economics at university

2019 ◽  
Vol 18 (3) ◽  
pp. 177-197 ◽  
Author(s):  
Michael Jüttler ◽  
Stephan Schumann
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Secondary Level ◽  
Female Students ◽  
Male Students ◽  
Long Term Effects ◽  
Upper Secondary ◽  
Gender Specific ◽  
Upper Secondary Level

In higher education, across countries, a large share of students choose to study economics. Although there is only a small difference in the share of female and male students in that field, there is robust empirical evidence of a gender gap in economic competencies, showing that male students in most cases outperform female students. There is a broad discussion about the differences in gender-specific socializations that cause this gender gap. However, no research exists on the long-term effects of this gender gap. This study uses longitudinal and representative data of N = 1397 Swiss students (824 female students) to analyse the gender-specific effects of economic competencies at the end of the upper secondary level on their aspiration and decision to study economics. The results show that economic knowledge and interest in economics have a substantially stronger effect on the choice of economics for female students. The aspiration to study strongly mediates these effects. We argue that these results can mainly be traced back to different interests and self-perceptions of skills and abilities in economics caused by gender-specific socialization. Possible implications of gender socialization and discrimination in economics for secondary and higher education and for the labour market are discussed.

scholarly journals Vocational teacher education in TAMK with emphasis on methodology and learning philosophy

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
Pirjo Jaakkola
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Secondary Level ◽  
Personalized Learning ◽  
Upper Secondary ◽  
Vocational Teacher ◽  
Vocational Higher Education ◽  
Working World ◽  
Upper Secondary Level

Vocational and vocational higher education in Finland is undergoing significant changes which for higher education concern digitalization of learning environments, methods and ways of working in a more integrated way as well as promoting direct contacts with the working world. In vocational upper secondary level the reforms involve e.g. promoting on-the-job learning and personalized learning paths.  

Assessing the transition between school and university: Differences in assessment between A level and university in English

2016 ◽  
Vol 16 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Frances Wilson ◽  
Simon Child ◽  
Irenka Suto
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
English Literature ◽  
Secondary Level ◽  
First Year ◽  
High Stakes ◽  
Undergraduate Study ◽  
Upper Secondary ◽  
Upper Secondary Level

High stakes assessments are commonly used at the end of secondary school to select students for higher education. However, growing concerns about the preparedness of new undergraduates for university study have led to an increased focus on the form of assessments used at upper secondary level. This study compared the structure and format of assessments used at upper secondary level (GCE A level qualifications), and the first year of undergraduate study of English literature in England. Greater diversity of assessment was found at university compared to A level, while there was little difference in the level of scaffolding and guidance provided in assessment materials. We conclude that it seems inevitable that some students will meet forms of assessment with which they are unfamiliar at university. Implications for the design of first-year undergraduate courses are discussed.

scholarly journals Teaching Future Educators During a Global Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 25-36
Author(s):  
Jacquelynne Anne Boivin
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Private Higher Education ◽  
Long Term Effects ◽  
Public And Private ◽  
Global Pandemic ◽  
The Us ◽  
Private Higher Education Institutions ◽  
K 12

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.

SOME PROPOSALS IN TEACHING READING INFORMATIONAL TEXT STRUCTURE FOR UPPER – SECONDARY LEVEL TO RESPONSE THE 2018 LANGUAGE ARTS AND LITERATURE PROGRAM

2021 ◽  
Vol 18 (8) ◽  
pp. 1368
Author(s):  
Lý Trần A Khương
Keyword(s):  
Language Arts ◽  
Secondary Level ◽  
Informational Text ◽  
Text Structure ◽  
Teaching Reading ◽  
Upper Secondary ◽  
Upper Secondary Level

 Bài viết tiếp cận văn bản thông tin từ góc độ cấu trúc của một văn bản phi hư cấu; qua đó, phân tích yêu cầu đọc hiểu loại văn bản này ở bậc trung học phổ thông trong Chương trình Ngữ văn 2018. Nhằm đảm bảo hành chức xã hội của loại văn bản, một số biện pháp đã được đề xuất như: các thiết kế phần ghi bài văn bản thông tin, mẫu kế hoạch dạy học đọc hiểu văn bản thông tin và các nguyên tắc dạy đọc hiểu văn bản thông tin. Các biện pháp đều được xây dựng trên cơ sở dạy học văn bản thông tin theo đặc trưng thể loại – từ góc độ cấu trúc văn bản, đáp ứng các yêu cầu về đọc hiểu văn bản thông tin ở Chương trình Ngữ văn 2018 – bậc trung học phổ thông. 

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

scholarly journals The Long-Term Effects of Long Terms – Compulsory Schooling Reforms in Sweden

2019 ◽  
Vol 18 (6) ◽  
pp. 2776-2823
Author(s):  
Martin Fischer ◽  
Martin Karlsson ◽  
Therese Nilsson ◽  
Nina Schwarz
Keyword(s):  
Gender Gap ◽  
Labor Market Outcomes ◽  
Instructional Time ◽  
Long Term Effects ◽  
Compulsory Schooling ◽  
Market Outcomes ◽  
Term Length ◽  
Annual Term ◽  
The Impact

Abstract We evaluate the impact on earnings, pensions, and further labor market outcomes of two parallel educational reforms increasing instructional time in Swedish primary school. The reforms extended the annual term length and years of compulsory schooling by comparable amounts. We find striking differences in the effects of the two reforms: at 5% the returns to the term length extension were sizeable and benefited broad ranges of the population. The compulsory schooling extension had small (2%) albeit significant effects, which were possibly driven by an increase in post-compulsory schooling. Both reforms led to increased sorting into occupations with heavy reliance on basic skills and the term extension reduced the gender gap in employment and earnings.

Is the Lack of Women in Philosophy a Universal Phenomenon? Exploring Women's Representation in Greek Departments of Philosophy

Hypatia ◽  
2018 ◽  
Vol 33 (4) ◽  
pp. 700-716
Author(s):  
Simoni Iliadi ◽  
Kostas Theologou ◽  
Spyridon Stelios
Keyword(s):  
Empirical Evidence ◽  
Empirical Research ◽  
Gender Gap ◽  
Secondary Level ◽  
Female Students ◽  
Faculty Members ◽  
Female Faculty ◽  
Representation Of Women ◽  
Women’S Representation ◽  
Faculty Level

Although recent empirical research suggests that there is a gender gap in Anglophone philosophy, no research has been done on the representation of women in non‐Anglophone philosophy. The present study constitutes a first step toward filling this void in the literature by providing empirical evidence on the representation of female students and female faculty members in Greek universities' departments of philosophy. Our findings indicate that the underrepresentation of female students in philosophy is not a universal phenomenon, since female students constitute the majority of philosophy students in Greece at both the undergraduate and the graduate levels. However, our findings also suggest that the low number of women in philosophy at the faculty level is not a problem unique to Anglophone philosophy, since female faculty members comprise, on average, only 29% of philosophy faculty members in Greece. In order to explain these findings, we argue, first, that the teaching of philosophy at the secondary level may motivate female students in Greece to enter and persist in philosophy, and, second, that since the gender gap at the faculty level in Greece cannot be attributed to the low number of female students in the philosophy pipeline, the causes of women's poor participation in philosophy at the faculty level should be looked for elsewhere.

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