scholarly journals Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses

2021 ◽  
Vol 20 (3) ◽  
pp. ar40
Author(s):  
Sara Odom ◽  
Halle Boso ◽  
Scott Bowling ◽  
Sara Brownell ◽  
Sehoya Cotner ◽  
...  
Keyword(s):  
Gender Gap ◽  
Natural Science ◽  
Meta Analysis ◽  
Gender Performance ◽  
Undergraduate Biology ◽  
Science Courses ◽  
Performance Differences ◽  
Biology Courses ◽  
Gender Based

We investigated patterns of gender-based gaps in biology and chemistry through meta-analysis, reviewing data collected in 169 undergraduate biology courses. While we did not detect a significant gender gap in performance across all studies and unpublished data, we identified several factors that moderated performance differences.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

scholarly journals Custody and Care of Children in Spain: Can the Two Rights be Reconciled?

2021 ◽  
Author(s):  
Marcela Jabbaz Churba
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Parental Authority ◽  
Decision Making Process ◽  
Gender Based Violence ◽  
Judicial Process ◽  
Gender Based ◽  
And Gender ◽  
Children’S Voices ◽  
The Impact

AbstractThis study aims to analyse the legal decision-making process in the Community of Valencia (Spain) regarding contentious divorces particularly with respect to parental authority (patria potestas), custody and visiting arrangements for children, and the opinions of mothers and fathers on the impact these judicial measures have had on their lives. It also considers the biases in these decisions produced by privileging the rights of the adults over those of the children. Three particular moments are studied: (1) the situation before the break-up, focusing on the invisible gender gap in care; (2) the judicial process, where we observe the impact of hidden gender-based violence and gender stereotypes; and (3) the situation post-decision, showing how any existing violence continues after divorce, by means of parental authority. The concept of ‘motherhood under threat’ is placed at the centre of these issues, where children’s voices are given the least attention.

Abstract 14648: Gender Differences in Procedural Complications Associated With Atrial Fibrillation Catheter Ablation: A Systematic Review and Meta-analysis of 244,353 Patients

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Martin L Campbell ◽  
John Larson ◽  
Talha Farid ◽  
Stacy Westerman ◽  
Michael S Lloyd ◽  
...  
Keyword(s):  
Atrial Fibrillation ◽  
Systematic Review ◽  
Catheter Ablation ◽  
Gender Gap ◽  
Major Bleeding ◽  
Fixed Effects ◽  
Meta Analysis ◽  
Vascular Complications ◽  
Increased Risk ◽  
Procedural Complications

Introduction: Women undergoing atrial fibrillation catheter ablation (AFCA) have higher rates of vascular complications and major bleeding. However, studies have been underpowered to detect differences in rare complications such as stroke/transient ischemic attack (TIA) and procedural mortality. Methods: We performed a systematic review of databases (PubMed, World of Science, Embase) to identify studies published since 2010 reporting AFCA complications by gender. Six complications of interest were: 1) vascular/groin complications; 2) pericardial effusion/tamponade; 3) stroke/TIA; 4) permanent phrenic nerve injury; 5) major bleeding & 6) procedural mortality. For meta-analysis, random effects models were used when heterogeneity between studies was ≥ 50% (vascular complications, major bleeding) and fixed effects models for other endpoints. Results: Of 5716 citations, 19 studies met inclusion criteria, comprising 244,353 patients undergoing AFCA, of whom 33% were women. Women were older (65.3 ± 11.2 vs. 60.4 ± 13.2 years), more likely hypertensive (60.6 vs. 55.5%) and diabetic (18.3 vs. 16.5%) and had higher CHA 2 DS 2 -VASc scores (3.0 ± 1.8 vs. 1.4 ± 1.4) (p<0.0001 for all comparisons). The rates of all 6 complications were significantly higher in women (Table). However, despite statistically significant differences, the overall incidences of major complications were very low in both genders: stroke/TIA (women 0.51 vs. men 0.39%) and procedural mortality (women 0.25 vs. men 0.18%). Conclusion: Women experience significantly higher rates of AFCA complications. However, the incidence of major procedural complications is very low in both genders. The higher rate of complications in women may be partially attributable to older age and a higher prevalence of comorbidities at the time of ablation. More detailed studies are needed to better define the mechanisms of increased risk in women and to identify strategies for closing the gender gap.

scholarly journals Evaluation of Government Programs & Policies to Eradicate Gender Disparities in Pakistan

2021 ◽  
Vol VI (III) ◽  
pp. 22-36
Author(s):  
Minahil Nawaz ◽  
Atif Bilal Aslam ◽  
Fariha Tariq
Keyword(s):  
Sustainable Development ◽  
Gender Gap ◽  
Secondary Data ◽  
Gender Disparities ◽  
Government Programs ◽  
Public And Private ◽  
Development Agenda ◽  
Gender Based ◽  
The Many ◽  
Public And Private Sector

Like many other developing nations, Pakistan is also facing a gender gap in its socio-cultural spheres. Since independence, many programs and policies have been made in public and private sector domains to eradicate these gender disparities. This paper aims to evaluate these programs and policies by encountering their salient features and how far these programs and policies proved to be fruitful in bridging this gap. The evaluation is done majorly through a desk review of the secondary data drawn from reports published by different government and local organizations. Mainly, the qualitative methods of content and thematic analyses were employed for exploring the gender-based disparities, and how these are affecting the pace of development in Pakistan. Moreover, an assessment of strategies and policies addressing the problem of the gender gap has also been done. Based on the study findings, this paper presents some policy recommendations to reduce gender base disparities which is one of the many prerequisites for the promotion of sustainable development agenda as gender equality is the 5th goal of the United Nations sustainable development agenda.

Getting “Girly” Online

2018 ◽  
pp. 871-889
Author(s):  
Jen Almjeld
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Gender Gap ◽  
Gender Disparity ◽  
Gender Performance ◽  
Teaching Tool ◽  
Digital Learning ◽  
Learning Spaces ◽  
Educational Spaces ◽  
Online Spaces

While MOOCs and other fully online educational spaces and tools continue to proliferate at institutions of higher education, some worry over a persistent gender gap in online learning (Paul, 2014; Straumsheim, 2013). As debate continues regarding the existence of a digital gender divide, the perception of the gap may be enough to give female learners the idea that digital learning spaces are not for them. Females particularly may be silenced in MOOCs and other online spaces not by instructors or fellow learners, but by cultural expectations. I offer here reflections on two fully online girlhood studies courses interrogating notions of gender performance, norms, and scripts as successful models for positioning gender disparity as a teaching tool rather than a barrier to learning. The piece ends with six recommendations—most rooted in feminist pedagogy—for making MOOCs more welcoming to all genders and learners.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

2022 ◽  
pp. 197-222
Author(s):  
Michail Kalogiannakis ◽  
Kalliopi Kanaki
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Natural Science ◽  
Computational Thinking ◽  
Second Grade ◽  
Educational Activities ◽  
Science Courses ◽  
Digital Era ◽  
Educational Framework ◽  
Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

Whose Rights Are Human Rights? The Gender Gap between Russian Feminist, LGBT, and Human Rights Networks

2019 ◽  
pp. 105-134
Author(s):  
Lisa McIntosh Sundstrom ◽  
Valerie Sperling ◽  
Melike Sayoglu
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Gender Gap ◽  
Women's Rights ◽  
Women’S Rights ◽  
Common Cause ◽  
Human Rights Organizations ◽  
Gender Based ◽  
Two Sectors ◽  
Shed Light

Chapter 4 explores the inter-network dynamics between the human rights and women’s rights communities in Russia, and how the uneasy relationship between these two sectors of civil society helps keep Russian women’s sex-based discrimination claims from percolating up to the ECtHR. We draw upon our interviews with feminist activists and human rights activists in Russia to shed light on the experiences of feminist activists within the human rights and international litigation communities in Russia. We find that the separation between women’s rights and traditional human rights networks in Russia has until recently excluded feminist lawyers from learning how to take cases successfully to the ECtHR through legal training. We compare the experiences of feminist activists and the reception of Russian human rights NGOs (nongovernmental organizations) to gender-based claims of human rights violations to the strikingly different experiences of LGBT rights activists who have found common cause with human rights organizations in Russia in trying to contest hate crimes and other rights violations in court.

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