Search results

1 – 10 of 74
Book part
Publication date: 31 August 1995

Abstract

Details

Advances in Austrian Economics
Type: Book
ISBN: 978-1-84950-516-1

Book part
Publication date: 27 September 2019

Naejin Kwak and Francisco O. Ramirez

Despite the impressive record of advancing toward higher education, women are substantially underrepresented in science, technology, engineering, and math (STEM) fields compared…

Abstract

Despite the impressive record of advancing toward higher education, women are substantially underrepresented in science, technology, engineering, and math (STEM) fields compared to men. Less is known about the factors that explain gendered patterns of participation in STEM in countries with dissimilar national characteristics and educational systems. To fill this gap in the literature, this study first examines the historical trends of female representation in STEM fields cross-nationally. Then, this paper explores the relationship between women’s and men’s enrollments in STEM with various structural, national characteristics. Recognizing that the relationship may vary by subfields of STEM, the study further investigates the association separately for natural science and for engineering. Using time- and entity-fixed effects panel regression models pooled between 1970 and 2010, the study’s analyses built on earlier studies on gender segregation across fields of study and gender inequality in higher education. The findings suggest that the common assumption of tight, positive linkage between societal development and participation in STEM holds for only men at an aggregate level under the period covered. The authors find a negative association between national economic development and women’s participation in STEM, especially for engineering. On the other hand, they find positive associations between men’s enrollment in STEM as well as women’s enrollment in other fields of study with women’s participation in STEM. Taken together, the results suggest the significance of the diffusion of an inclusive logic in higher educational institutions.

Details

Annual Review of Comparative and International Education 2018
Type: Book
ISBN: 978-1-83867-416-8

Keywords

Book part
Publication date: 14 November 2014

Arielle Silverman and Geoffrey Cohen

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative…

Abstract

Purpose

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

Approach

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Findings

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Originality/value

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

Details

Motivational Interventions
Type: Book
ISBN: 978-1-78350-555-5

Keywords

Book part
Publication date: 6 September 2021

Jennifer Elaine Steele

A lack of access to information due to censorship still exists in today’s society, one example being within our prison facilities. In 2018, Big House Books (BHB), a nonprofit…

Abstract

A lack of access to information due to censorship still exists in today’s society, one example being within our prison facilities. In 2018, Big House Books (BHB), a nonprofit organization that sends free books by request to prisoners in Mississippi correctional facilities, filed a lawsuit against the Mississippi Department of Corrections and the South Mississippi Correctional Institution located near Leakesville, Mississippi, when the institution started returning books to BHB and requesting they only send religious books instead. Later that same year, the Human Rights Defense Center, a nonprofit organization working for criminal justice reform, filed a suit on behalf of prisoners of the Forrest County Jail located in Hattiesburg, Mississippi, stating that all books and periodicals other than the Bible and occasionally other Christian publications had been banned from the facility.

The current study is an in-depth case study of these two cases of censorship in southern Mississippi correctional facilities. Through a series of qualitative interviews with individuals connected to the cases, the study seeks to better understand the current phenomenon of censorship in prisons. Participants included prison employees, lawyers, and others involved in the two cases. Whether it be through services such as an actual library or information center provided by the prison facility, or the facility allowing books and other materials to be sent to inmates, incarcerated individuals have the right to access information. This study seeks to enlighten and act as a catalyst for change regarding censorship that is occurring within prisons today.

Details

Exploring the Roles and Practices of Libraries in Prisons: International Perspectives
Type: Book
ISBN: 978-1-80043-861-3

Keywords

Book part
Publication date: 27 October 2016

Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…

Abstract

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78560-973-2

Keywords

Book part
Publication date: 14 May 2003

Jonathan L Gifford

Abstract

Details

Flexible Urban Transportation
Type: Book
ISBN: 978-0-08-050656-2

Content available
Book part
Publication date: 30 June 2021

Neil Baxter

Abstract

Details

Running, Identity and Meaning
Type: Book
ISBN: 978-1-80043-367-0

Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

Details

The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

Book part
Publication date: 22 December 2016

Selena Kohel

This chapter analyzes the impact of intercultural academic experiences on students in the areas of intercultural sensitivity and multicultural awareness, knowledge, and skills.

Abstract

Purpose

This chapter analyzes the impact of intercultural academic experiences on students in the areas of intercultural sensitivity and multicultural awareness, knowledge, and skills.

Methodology/approach

Cottey College’s mission statement includes a clause about educating students to be useful members of a global society (Mission, n.d., para. 1). Toward achieving the mission, each of Cottey College’s second year students is offered an international experience over spring break that is largely paid for by endowed funds. For spring break 2015, the author of this chapter and a colleague offered a trip to Thailand. To participate, students were required to take part in a Step into the World!: Thailand course that was intended to prepare them to successfully navigate, and later reflect upon, their experience abroad. The trip portion of the course spanned 10 days. To measure what impacts the course may have had, students were asked to complete a pre-course and post-course survey, the Intercultural Sensitivity Scale (Fritz, Möllenberg, & Chen, 2002), and to complete journal entries and a personal impact statement by which their multicultural awareness, knowledge, and skills were assessed.

Findings

Analysis of the results suggests the Step into the World!: Thailand course had a positive impact on the majority of students’ intercultural sensitivity and multicultural awareness, knowledge, and skills.

Originality/value

The findings support the importance of intentionally combining inside and outside of the classroom experiences to enhance student outcomes.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

1 – 10 of 74