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Relevant bibliographies by topics / Gender Gap in Educational Attainment

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Academic literature on the topic 'Gender Gap in Educational Attainment'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Gender Gap in Educational Attainment"

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Chaudhuri, Kausik, and Susmita Roy. "Gender gap in educational attainment: evidence from rural India." Education Economics 17, no. 2 (May 21, 2009): 215–38. http://dx.doi.org/10.1080/09645290802472380.

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Oliveira, Jaqueline. "Birth order and the gender gap in educational attainment." Review of Economics of the Household 17, no. 3 (May 23, 2018): 775–803. http://dx.doi.org/10.1007/s11150-018-9416-2.

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Cohen, Dale J., Sheida White, and Steffaney B. Cohen. "Closing the Gender Gap." Journal of Literacy Research 44, no. 4 (September 6, 2012): 343–63. http://dx.doi.org/10.1177/1086296x12458911.

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This study analyzed the current state of the gender literacy gap and the change in the gender literacy gap between 1992 and 2003, using the 1992 National Adult Literacy Survey (NALS) and the 2003 National Assessment of Adult Literacy (NAAL). The results revealed that although there were significant gender literacy gaps in 1992, virtually all male-paramount literacy gaps (males obtaining higher scores than females) disappeared in the 2003 survey. Much of this gain can be ascribed to more women participating in higher education. Variations in literacy gap changes by race (Black and White) and educational attainment were also investigated.

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McDaniel, Anne, Thomas A. DiPrete, Claudia Buchmann, and Uri Shwed. "The Black Gender Gap in Educational Attainment: Historical Trends and Racial Comparisons." Demography 48, no. 3 (June 3, 2011): 889–914. http://dx.doi.org/10.1007/s13524-011-0037-0.

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Wang, Weidong, Xiaohong Liu, Yongqing Dong, Yunli Bai, Shukun Wang, and Linxiu Zhang. "Son Preference, Eldest Son Preference, and Educational Attainment: Evidence From Chinese Families." Journal of Family Issues 41, no. 5 (October 11, 2019): 636–66. http://dx.doi.org/10.1177/0192513x19874091.

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Gender inequality has long been an important topic of concern. This article empirically measures whether there exists son preference and eldest son preference in China, from the perspective of an individual’s educational attainment, by using the data set of China Family Panel Studies in 2010. We find that (a) sons receive more education than daughters, and that the gender education gap for rural residents is greater than that of residents from urban areas; (b) regardless of the eldest or noneldest sons, the education received by sons is significantly higher than that of daughters, and there is no significant difference between the eldest and noneldest son’s education; (c) the gender education gap narrows over time, and expands as the number of sibling increases. Finally, we explore the multiple effect mechanisms.

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Buchanan, Tom, Adian McFarlane, and Anupam Das. "Educational Attainment and the Gender Gap in Childcare in Canada: A Decomposition Analysis." Margin: The Journal of Applied Economic Research 12, no. 4 (September 4, 2018): 458–76. http://dx.doi.org/10.1177/0973801018786133.

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Using the 2010 General Social Survey in Time Use (Canadian Time Diary data set, N = 1782), we explore the relationship between the education level of couples and the time they spend on childcare. We find that fathers and mothers with higher levels of educational attainment spend more time parenting children. However, the education childcare gradient is stronger for mothers than fathers. Consequently, the gender gap in childcare is much greater for couples with more educational attainment. The Blinder–Oaxaca decomposition results of these gender gaps by education level suggest very little can be attributed to how mothers and fathers at different levels of education differ on demographic and workplace characteristics. We argue that the differences in parenting time accompanying socio-economic status are more likely attributed to differences in parenting values. JEL Classifications: I24, J13, J16, C10

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Gandhi Kingdon, G. "The Gender Gap in Educational Attainment in India: How Much Can Be Explained?" Journal of Development Studies 39, no. 2 (December 2002): 25–53. http://dx.doi.org/10.1080/00220380412331322741.

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Dussaillant, Francisca. "The intergenerational transmission of maternal human capital and the gender gap in educational attainment." Economics Letters 111, no. 3 (June 2011): 226–29. http://dx.doi.org/10.1016/j.econlet.2011.02.002.

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Mandel, Hadas, and Assaf Rotman. "Revealing the Concealed Effect of Top Earnings on the Gender Gap in the Economic Value of Higher Education in the United States, 1980–2017." Demography 58, no. 2 (March 5, 2021): 551–70. http://dx.doi.org/10.1215/00703370-9009367.

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Abstract The expansion of women's educational attainment may seem to be a promising path toward achieving economic equality between men and women, given the consistent rise in the economic value of higher education. Using yearly data from 1980 to 2017, we provide an updated and comprehensive examination of the gender gap in education premiums, showing that it is not as promising as it could and should be. Women receive lower rewards to their higher education across the entire wage distribution, and this gender gap increases at the very top education premiums—the top quarter and, even more so, the top decile. Moreover, insufficient theoretical and methodological attention to this top premium effect has left gender inequality concealed in the extensive empirical studies on the topic. Specifically, when we artificially censor the top at the 80th wage percentile, the gender gaps in education premium reverse. Lastly, the growth in earnings inequality in the United States, which is greatly affected by the expansion of top earnings, is associated with the growing gender gap in education premiums over time. We discuss the meaning and implications of this structural disadvantage at a time when women's educational advantage keeps growing and higher education remains the most important factor for economic attainment.

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Sánchez-Vítores, Irene. "Different Governments, Different Interests: The Gender Gap in Political Interest." Social Politics: International Studies in Gender, State & Society 26, no. 3 (December 1, 2018): 348–69. http://dx.doi.org/10.1093/sp/jxy038.

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Abstract In recent decades, differences between men and women have blurred in many social dimensions, including levels of educational attainment or access to the labor market. However, this increase in equality has not been reflected in a proportional reduction in the gender gap in political interest. This paper evaluates the extent of gender differences in political interest regarding different arenas, considering the moderating effect of marriage and caring for others using data from the Citizenship, Involvement, and Democracy Project. Although women generally find local politics more interesting than national politics, family, and caring responsibilities are still a source of disadvantage.

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Dissertations / Theses on the topic "Gender Gap in Educational Attainment"

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Meshkaty, Azadeh S. "Determinants of gender gap reduction in educational attainment a study of primary education in Indonesia /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646197275/viewonline.

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Townsend, Yvonne. "Examining Gender Differences in Persistence in Higher Education Among African American Students." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/118.

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This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has an effect on persistence in higher education. Use of the Tinto model, even in an elaborated state, did not explain the effects of gender among African American students. This research suggests that other factors not included in the model have some effect on student persistence; one such factor could be gender socialization which can lead to different patterns in educational achievement.

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Arsenault, Jacques. "Reassessing the college gender gap analyzing current trends in college attainment by gender /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4167.

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Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.

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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.
Department of Sociology

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Bayamna, Tela. "POST-SECONDARY EDUCATIONAL EXPERIENCES OF TOGOLESE IMMIGRANT WOMEN AND EDUCATIONAL ATTAINMENT." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493315803545342.

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Roberts, Cheryl Ann Elder Glen H. "Adolescent health and educational attainment understanding patterns by race and gender /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2913.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.

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Gaebel, Mary Kate. "An Intersectionality Approach to Understanding Turkish Women’s Educational Attainment in Germany." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338252812.

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Schneebaum, Alyssa, Bernhard Rumplmaier, and Wilfried Altzinger. "Gender in Intergenerational Educational Persistence Across Time and Place." Springer, 2015. http://dx.doi.org/10.1007/s10663-015-9291-5.

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Primarily using data from the 2010 European Social Survey, we analyze intergenerational educational persistence in 20 European countries, studying cross-country and cross-cluster differences; changes in the degree of intergenerational persistence over time; and the role of gender in determining educational persistence across generations. We find that persistence is highest in the Southern and Eastern European countries, and lowest in the Nordic countries. While persistence in the Nordic and Southern countries has declined over time, it has remained relatively steady in the rest of Europe. Our analysis highlights the importance of a detailed gender analysis in studying intergenerational persistence, finding that mothers education is a stronger determinant of daughters (instead of sons) education and fathers education a stronger determinant of the education of their sons. For most clusters, declines in intergenerational persistence over time are largely driven by increasing mobility for younger women.

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Fleming, Gwendolyn M. "Missouri Superintendents' Perceptions of the Variables Impacting the Gender Leadership Gap in Public Education." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845294.

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The nation’s gender leadership gap, or the disproportionate number of men in top leadership positions versus women, has prevailed throughout the history of public education (Superville, 2016; Rosenberg, 2017). Despite the fact that 76% of America’s educators were women, only 27% of the nation’s school superintendents were female (U.S. Department of Education, 2016; Rosenberg, 2017). Thus, men have continued to dominate the top-level leadership positions within the educational arena (Superville, 2016). The purpose of this study was to investigate the gender leadership gap in the position of school district superintendent. Specifically, the researcher developed two research questions aimed to explore the following: a) to determine what demographic variables show the greatest impact on gender leadership and b) to research Missouri school superintendents perceptions of the variables (gender roles, stereotypes, and implicit biases) influencing the gender leadership gap in public education. The researcher utilized a mixed-method approach in the instrumentation with a Likert-scale survey and open-ended written-response items to collect current superintendents’ input on the topic. The researcher sent the six-part, 45-item online survey to all 561 Missouri school superintendents in 2018. Exactly 137 (24%) superintendents completed and submitted the Missouri Superintendent Gender and Leadership Survey. Based on the findings of the study, the researcher concluded some Missouri superintendents perceived issues related to gender roles, stereotypes, and biases as being obstacles to the female superintendency. The findings also showed more female superintendents believed gender roles, stereotypes, and biases adversely affected the gender leadership imbalance within the school superintendency. Though the majority of the Missouri superintendents surveyed believed in the existence of the gender leadership imbalance, most believed it was closing.

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Stewart, Stute Susan. "The Gender Gap in Patents: An Exploration of Bias Against Women in Patent Attainment and “Blockchain” As Potential Remedy." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1566578260177108.

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Books on the topic "Gender Gap in Educational Attainment"

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Moss, Gemma. Literacy, gender, and attainment: Theory and research. New York: Routledge, 2007.

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Regan, Tracy L. Work experience as a source of specification error in earnings models: Implications for gender wage decompositions. Bonn, Germany: IZA, 2006.

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Rosser, Phyllis. The SAT gender gap: Identifying the causes. Washington, DC: Center for Women Policy Studies, 1989.

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Rosser, Phyllis. The SAT gender gap: ETS responds : a research update. [Washington: Center for Women Policy Studies, 1992.

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ERIC Clearinghouse on Higher Education. and Association for the Study of Higher Education., eds. Higher education leadership: Analyzing the gender gap. Washington, DC: Graduate School of Education and Human Development, George Washington University, 1997.

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Kelly-Benjamin, Kathleen. The young womenʼs guide to better SAT scores: Fighting the gender gap. Toronto: Bantam Books, 1990.

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Pekkarinen, Tuomas. Gender differences in educational attainment: Evidence on the role of the tracking age from a Finnish quasi-experiment. Bonn, Germany: IZA, 2005.

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Ahuja, Vinod. Educational attainment in developing countries: New estimates and projections disaggregated by gender : a background paper for the world development report 1995. [Washington, D.C.]: World Bank, Office of the Vice President, Development Economics, 1995.

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Inc, Kaplan, ed. What smart girls know about the SAT: How to beat the gender gap. New York: Simon & Schuster, 2003.

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Sax, Linda J. The gender gap in college: Maximizing the developmental potential of women and men. San Francisco, CA: Jossey-Bass, 2008.

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Book chapters on the topic "Gender Gap in Educational Attainment"

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Meece, Judith L., and Karyl J. S. Askew. "Gender, motivation, and educational attainment." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 139–62. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-006.

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Tannock, Stuart. "Constructing the International-Home Student Attainment Gap." In Educational Equality and International Students, 185–214. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76381-1_8.

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Aksornkool, Namtip. "Gender-Sensitive Education for Bridging the Gender Gap." In International Handbook of Educational Research in the Asia-Pacific Region, 269–78. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_19.

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Baciu, Elena-Loreni, and Theofild-Andrei Lazar. "The Influence of Social Capital on the Educational Attainment of Roma Persons: Evidence from a Qualitative Study in Romania." In Social and Economic Vulnerability of Roma People, 183–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_12.

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AbstractAs the largest ethnic minority in Europe, Roma persons are among the groups with the lowest levels of educational attainment. In Romania, the country with the highest number of Roma persons of all the EU Members States, the situation is even worse, each higher level of education revealing an increasing gap between Roma persons and the general population.Positioned within the framework of Social Capital theory, the current chapter explores the influences of micro- and mezzo-level social networks on educational attainment of Roma persons, trying to explain some of the mechanisms that perpetuate the gap between them and the general population, in terms of educational attainment.Drawing on a qualitative bottom-up study of Roma persons’ experiences of belonging in society, we analysed the interlocking influences of bonding and bridging social capital on the interviewees’ educational attainment. The results of the study point out that both forms of social capital have an important impact on the educational attainment of persons in vulnerable groups, although in different ways, and sometimes they can be mutually reinforcing, depending on the prevailing social arrangements, in either keeping the persons engaged in education, or drawing them away from their educational paths. The results also show that in circumstances of intersecting vulnerabilities, a noticeable imbalance between agency and structure is produced, which corrodes the foundational principles of equity and affects the equality of opportunities.

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Warren, Elizabeth, Tom J. Cooper, and Annette R. Baturo. "Bridging the Educational Gap: Indigenous and Non-Indigenous Beliefs, Attitudes and Practices in a Remote Australian School." In Race, Ethnicity and Gender in Education, 213–26. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_12.

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Payne, Elizabethe C. "Lesbian Youth and the “Not Girl” Gender: Explorations of Adolescent Lesbian Lives through Critical Life Story Research." In Bridging the Gap between Theory and Practice in Educational Research, 171–83. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622982_15.

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Khajikhan, Tansaya. "Gender Difference in Households’ Expenditure on Higher Education: Evidence from Mongolia." In Between Peace and Conflict in the East and the West, 211–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77489-9_11.

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AbstractThe existing evidence suggests that there is a reverse gender gap in higher education in Mongolia. Prior studies on the reverse gender gap in education were based on the gross enrolment rates and did not delve deeper in terms of using empirical data analyzed over an extended time-period. This paper investigates gender bias in the households’ expenditure on higher education and tracks changes over the ten-year period from 2008 to 2018 using empirical data. In this regard, this study examines the factors and determinants responsible for the gender bias in the households’ expenditure on higher education. To address these questions, the study employs the Engel Curve approach (unconditional educational expenditure) and Hurdle model, which estimates bias in the enrolment decisions and bias in the conditional educational expenditure, both at the household and individual level in 2008 and 2018, using the Household Socio-Economic Survey of Mongolia. Its findings illustrate that gender bias in households’ expenditure on higher education does exist, and it favors girls over boys at the household and individual levels in 2008 and 2018. The findings show that households allocate a greater share of education expenditure to females aged 16–18 and 19–24 than to their male counterparts. Statistical analysis suggests that households’ residence and the occupation of household heads are two important factors affecting this gender bias. Thus, if a household resides in the countryside and its head is employed in the agricultural sector, female offspring are more likely to receive higher education than male offspring. Traditional gender roles and the Mongolian way of life, which centers around attending to livestock and requiring a male labor force and the wage gap, are contextual factors that help explain this gender bias.

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Lin, Su-Wei, Huey-Ing Tzou, I.-Chung Lu, and Pi-Hsia Hung. "Taiwan: Performance in the Programme for International Student Assessment." In Improving a Country’s Education, 203–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_10.

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AbstractTaiwan has, from 2006, participated in five Programme for International Student Assessment (PISA) surveys. This chapter discusses Taiwan’s performance in PISA and its implications. At first, the education system and the process of educational reform in Taiwan were described. Then Taiwan’s performances for reading, math, and science in PISA were delineated. Taiwanese students have had consistently excellent performance for math and science; its reading performance, although not as outstanding as those for math and science, has improved significantly from 2009 to 2018. The gender gap in reading, in favour of female students, has narrowed, and the gender gap in math and science has been small. Educational equity, especially between rural and urban students, has also improved from 2006 to 2018. The proportion of high performers in reading and the proportion of low performers in reading, math, and science has increased from 2006 to 2018, while the proportions of top performers in math and science have decreased. These findings are interpreted from the perspectives of cultural beliefs, changes in the education system and national assessment, government investment in the related domains, and the nature of the PISA assessment.

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Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education, 337–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.

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AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.

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Kposowa, Augustine J., and Karin A. C. Johnson. "Gender Disparities in Educational Enrollment and Attainment in Sierra Leone." In Overcoming Challenges and Barriers for Women in Business and Education, 144–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3814-2.ch008.

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Sierra Leone endured social, economic, and political changes that impacted its educational system. Stymied development contributed to a persistent gender gap in schooling. Given changes over the decades, the chapter explores gender differences in educational enrollment and attainment at all levels—primary, secondary, and tertiary—using a 2017 Sierra Leone census cluster sample. The authors found that although educational disparities exist between girls and boys across the districts, there was no statistical difference in schooling between the groups in this sample. This suggests that Sierra Leone closed the educational parity gender gap. With political advancements, the authors situate findings within the context of a modernizing country that aims to reach primary and secondary education for all.

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Conference papers on the topic "Gender Gap in Educational Attainment"

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Olivos, Francisco. "“Why do Girls Shoot higher than Boys?”: Linking Structural Opportunities and Gender Ideology in the Reversed Gender Gap of Educational Expectations." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-392-397.

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Ershova, Valeriia, and Iuliia Gerasimova. "WILL DIGITAL PLATFORMS HELP TO BRIDGE THE GENDER GAP IN EDUCATIONAL ACHIEVEMENT BY FOSTERING GROWTH MINDSET?" In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1094.

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Capello, Maria Angela, Cristina Robinson-Marras, Kankana Dubay, Harikrishnan Tulsidas, and Charlotte Griffiths. "Progressing the UN SDGs: Focusing on Women and Diversity in Resource Management Brings Benefits to All." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205898-ms.

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Abstract Gender equality in the energy sector is still a challenge for the timely attainment of the United Nations Sustainable Development Goal (SDG) 5 on empowering women. To enable solutions roadmaps, the UN Expert Group on Resource Management launched "Women in Resource Management" in April 2019. This paper summarizes the initiative's progress to date and how it maneuvered through the pandemic, delivering several quick wins benefitting women in oil and gas, geothermal, and mining. The initiative focuses on the energy sector (Oil & Gas, Renewables, Mining). As per the UNECE - Gender 2020 annual report, "The Women in Resource Management aims to determine achievable, global outreach goals to explore how resource management can help attain SDG 5, recognizing the importance to provide women and girls with, inter alia, equal access to education and decent work, and that their representation in economic decision-making processes will fuel sustainable economies and benefit societies". Work done till May 2021 includes:Review of a series of resource management projects to evaluate challenges and opportunities in enhancing performance from the perspective of gender.Selection of cases and country-specific study cases that exemplify how SDG 5 aims could be applied in resource management. The initiative deliverables and timeline for the future include:Dialogues on policy, aimed to boost gender participation in resource managementA network of women engaged in resource management projectsWebinars with global outreachIssue recommendations for the consideration and incrementing the participation of gender in resource management A comparison of critical elements considered diagnostic for women's empowerment such as female workforce percentages, participation of women in leadership and technical roles across several segments of resource management will be assessed per region with a global outlook. Other indicators valuable for the proposed assessment will be shared in this paper covering communication programmes and tools, empowerment and knowledge-sharing workshops, strategies and frameworks to increase active participation and awareness of women and men on the importance of gender equality for the sustainability of the energy sector. The initiative's roadmap was shared to collectively join efforts in an initiative that needs to compel the related organizations and stakeholders to generate step-changing actions to attain SDG 5 by 2030 and fully benefit from the impacts of diversity and inclusion in resource management, which benefit the sector. The participation of women in technical, organizational and leadership roles in resource management is imperative to ensure the sustainability of the energy sector in actionable paths. The roadmap and quick wins shared in this paper will inspire governmental, private, not-for-profit, multilateral, and other organizations dealing with the complex objective of incrementing the participation of women in resource management. The pursuit of gender equality strategies enables the success of SDG 5, especially if done with a collaborative effort that creates social and economic value at a global scale. Immediate objectives of the future activities of this initiative are to shape teams to address and advance research, communication of best practices and opportunities in mining (minerals and U/To resources), Oil and Gas, Renewables (including groundwater) and Public Sector and Talent Development.

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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes which lies at the heart of this matter. Methodology : The case study research methodology has been selected to conduct this empirical inquiry facilitating an in depth exploration within its real-life context. The subject of analysis is two Information Technology classes which are composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution: It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings: The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations for Practitioners : Instruction based purely on behaviorism or constructivism does a disservice to the typical college and university level learner. The correct approach lies somewhere in between; the most successful outcome attainment will be the product of incorporating the best of both. Impact on Society: Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research: Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.

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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.

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Reports on the topic "Gender Gap in Educational Attainment"

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Fan, Xiaodong, Hanming Fang, and Simen Markussen. Mothers' Employment and Children's Educational Gender Gap. Cambridge, MA: National Bureau of Economic Research, May 2015. http://dx.doi.org/10.3386/w21183.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22267.

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Cepeda-Emiliani, Laura, and Juan David Barón-Rivera. Educational segregation and the gender wage gap for recent college graduates in Colombia. Bogotá, Colombia: Banco de la República, March 2012. http://dx.doi.org/10.32468/be.695.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.

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