Trends in Educational Equity of Girls and Women.

Yupin Bae, Susan P. Choy, Claire M. Geddes, Jennifer Sable, Thomas D. Snyder
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引用次数: 462

Abstract

Trends in Educational Equity of Girls & Women, by Yupin Bae, Susan Choy, Claire Giddes, Jennifer Sable and Thomas Snyder. Washington, DC: U.S. Department of Education, 2000. 99 pp. $10.00, paper. Reviewed by Cecilia Griffin Golden, YWCA of Greater Pittsburgh. Trends in Educational Equity of Girls & Women was produced in response to a request made by Congress to the office of the Secretary to the Department of the U.S. Department of Education to prepare a report on the status of educational equity for girls and women in the United States. The study includes presentations of data from varied sources including surveys conducted by the National Center for Education Statistics (NCES). The book is a statistical report organized around data presented for a series of 44 indicators, which examine educational equity from students' pre-school experiences through post-secondary education. The data are presented for each indicator in many forms. Actual survey questions are included when appropriate. Bar and line graphs are provided and supported by narratives. The following are some of the findings presented: 1. Virtually, no difference in levels of courses taken by girls or boys in mathematics or science, except for physics, where boys are more represented. 2. Repeating grades for ages 5-12 was found more often among boys, as was placement in learning disabled classes. 3. The gaps in employment between males and females have narrowed over time. 4. Women tend to earn less than men with similar educational attainment, but this may partly reflect women's patterns of labor market participation and taking certain kinds of jobs. 5. Course taking patterns show evidence of growth patterns of females and males taking advanced levels of mathematics and science, including calculus and trigonometry. 6. The percentage of students who study calculus, both male and female, has grown to approximately 12% of school populations. 7. Females appeared to have less confidence than males that they could do well in mathematics and science. 8. Black and Hispanic women earned higher percentages of the Bachelor's degrees in 1997 (64% and 57%, respectively) than White, non-Hispanic women (55%). The aforementioned findings represent only a portion of those included in the study. The study provides useful information and includes data across a broad band of areas. However, it is difficult, if not impossible, to apply those findings to public schools and colleges across the United States, due to the researchers' treatment of the variable of race: "The report focuses generally on overall comparisons between males and females, not on the experiences of various subgroups, which may show different patterns." Ergo, race is introduced as a factor only intermittently. Decisions around the presentation of the data included in this statistical report do not reflect a commitment to critically analyze the notion of equity in the United States educational attainments. Moreover, while the authors include data for girls and boys of color for a few indicators, they are not included for the majority of the indicators. It would have strengthened the study to include additional data disaggregated by race. The disaggregation of data would be an acknowledgement of the complexity of gender equity issues in the United States related to educational attainment. Neglecting to include the variable of race limits both the questions and the findings. …
女童和妇女教育公平的趋势。
《女孩和妇女的教育公平趋势》,作者:裴宇平、蔡苏珊、克莱尔·吉迪斯、詹妮弗·塞布尔和托马斯·斯奈德。华盛顿特区:美国教育部,2000年。99页,10美元,纸质版。由大匹兹堡女青年会的塞西莉亚·格里芬·戈尔登审阅。《女童和妇女教育平等趋势》是应国会要求美国教育部秘书办公室编写一份关于美国女童和妇女教育平等状况的报告而编写的。该研究包括来自不同来源的数据介绍,包括国家教育统计中心(NCES)进行的调查。这本书是一份统计报告,围绕一系列44个指标的数据进行组织,这些指标从学生的学前经历到高等教育,考察了教育公平。每个指标的数据以多种形式呈现。在适当的时候包括实际的调查问题。条形图和线形图由叙述提供和支持。以下是提出的一些研究结果:实际上,女生和男生在数学或科学课程上的水平没有差别,除了男生较多的物理课程。2. 在5-12岁的男孩中,重复成绩的情况更为常见,在学习障碍班的安置也是如此。3.随着时间的推移,男女之间的就业差距已经缩小。4. 女性往往比同等教育程度的男性挣得少,但这可能在一定程度上反映了女性参与劳动力市场和从事某些工作的模式。5. 课程学习模式显示了女性和男性学习高级数学和科学的增长模式,包括微积分和三角学。6. 学习微积分的学生比例,无论男女,已经增长到学校人口的12%左右。7. 女性似乎比男性更不相信自己能在数学和科学方面取得好成绩。8. 1997年,黑人和西班牙裔女性获得学士学位的比例(分别为64%和57%)高于白人和非西班牙裔女性(55%)。上述发现仅代表了该研究的一部分。这项研究提供了有用的信息,包括广泛领域的数据。然而,由于研究人员对种族变量的处理方式,即使不是不可能,也很难将这些发现应用于美国各地的公立学校和大学:“该报告一般侧重于男性和女性之间的总体比较,而不是不同亚群体的经历,这可能会显示出不同的模式。”因此,种族只是间歇性地作为一个因素被引入。围绕本统计报告所列数据的提出作出的决定,并未反映出对美国教育成就公平概念进行批判性分析的承诺。此外,虽然作者在一些指标中纳入了有色人种女孩和男孩的数据,但在大多数指标中却没有纳入这些数据。它将加强这项研究,纳入按种族分列的更多数据。数据的分类将是对美国与受教育程度有关的性别平等问题的复杂性的承认。忽略种族这个变量限制了问题和结果。…
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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