scholarly journals Women and Technology

2019 ◽  
pp. 252-267
Author(s):  
Jennifer Loy
Keyword(s):  
Professional Development ◽  
Gender Equality ◽  
21St Century ◽  
Civil Engineering ◽  
Women In Leadership ◽  
Gender Imbalance ◽  
Leadership Initiatives ◽  
Women And Technology ◽  
University Leaders

This chapter looks at challenges for women in leadership in technical disciplines, specifically mechanical and civil engineering. It considers strategies being employed to correct the gender imbalance and highlights the particular challenges faced by women working in these disciplines. The chapter responds to these challenges by building on the need for changes in thinking highlighted by thought leaders in the 21st century, to suggest a way forward for creating change that directly relates to the role of women in leadership in the discipline. The chapter is relevant for scholars researching gender equality and also for university leaders in developing strategies for adopting women in leadership initiatives in a changing educational landscape. It will also be of interest to academics within these and related disciplines as well as academics involved in the delivery of professional development courses for women in leadership.

Rejecting Beliefs, or Rejecting Believers? On the Importance and Exclusion of Women in Philosophy

Hypatia ◽  
2016 ◽  
Vol 31 (2) ◽  
pp. 293-312 ◽  
Author(s):  
Geoffrey S. Holtzman
Keyword(s):  
Social Justice ◽  
Gender Equality ◽  
Person Perception ◽  
Academic Disciplines ◽  
Gender Imbalance ◽  
Philosophical Debate ◽  
Philosophical Inquiry ◽  
Philosophical Progress

Why has gender equality progressed so much more slowly in philosophy than in other academic disciplines? Here, I address both factual and theoretical matters relating to the causes, effects, and potential redress of the lack of women in philosophy. First, I debunk extant claims that women are more likely than men to disagree with their philosophy professors and male peers; that women are more sensitive to disagreements in the philosophy classroom than men are; and that the gender imbalance in philosophy is no worse than in many cognate disciplines. Second, I discuss ways in which the nature of philosophical inquiry and debate may provide uniquely strong opportunities for person‐perception to hinder progress toward egalitarian treatment of interlocutors. And third, I argue that a diversity of perspectives in philosophy is essential not only for reasons of social justice, but also for philosophical progress. Efforts to improve philosophy should therefore countenance the role of person‐perception in the practice of philosophical debate. For philosophy to become more diverse, the steps the profession takes to achieve that goal will have to go beyond—and not merely match—the steps taken to increase the numbers of women and otherwise underrepresented individuals in other fields.

scholarly journals Failing Gloriously and Other Essays

2019 ◽  
Author(s):  
Shawn Graham
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
21St Century ◽  
Digital Humanities ◽  
Digital Archaeology ◽  
Humanities And Social Sciences ◽  
Academic Memoir ◽  
The University

Please, you gotta help me. I’ve nuked the university. Failing Gloriously and Other Essays documents Shawn Graham’s odyssey through the digital humanities and digital archaeology against the backdrop of the 21st-century university. At turns hilarious, depressing, and inspiring, Graham’s book presents a contemporary take on the academic memoir, but rather than celebrating the victories, he reflects on the failures and considers their impact on his intellectual and professional development. These aren’t heroic tales of overcoming odds or paeans to failure as evidence for a macho willingness to take risks. They’re honest lessons laced with a genuine humility that encourages us to think about making it safer for ourselves and others to fail. A foreword from Eric Kansa and an afterword by Neha Gupta engage the lessons of Failing Gloriously and consider the role of failure in digital archaeology, the humanities, and social sciences.

scholarly journals Gender issue in modern education: Theory and practice

2021 ◽  
Vol 8 (11) ◽  
pp. 87-95
Author(s):  
Stepanenko et al. ◽  
Keyword(s):  
Correlation Analysis ◽  
Gender Equality ◽  
Gender Inequality ◽  
European Countries ◽  
Gender Imbalance ◽  
Gender Parity ◽  
Inequality In Education ◽  
Equality In Education ◽  
The Impact

So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

Gender Equality in the 21st Century in Scotland?

2001 ◽  
Vol 35 (First Serie (1) ◽  
pp. 88-103
Author(s):  
Morag Alexander ◽  
Wendy Davies
Keyword(s):  
Gender Equality ◽  
21St Century
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