EduRN: Race最新文献

{"title":"Vicarious Bullying and Career Progression of African American Women Academics: An Integrative Literature Review","authors":"L. McKinney, D. Halkias, L. Hollis","doi":"10.2139/ssrn.3916282","DOIUrl":"https://doi.org/10.2139/ssrn.3916282","url":null,"abstract":"The purpose of this literature review was to explore research on the role of vicarious bullying in African American women's academic career progression. This study is framed by the three key concepts of academic bullying, vicarious bullying in higher education and unethical leadership, and the interface of Black women's intersectionality, academic bullying, and career progression. Scholars have confirmed that women of color are more likely to endure vicarious bullying leading to career disruption, yet their voices remain absent from the extant literature. Leadership that chooses to ignore the malicious behavior enables workplace bullying and unhealthy behavior to grow until it can destroy the organization's potential and incur substantial costs. Gaps identified in the literature and recommendations for practice and scholarly research may contribute to positive social change by informing human resource professionals in higher education settings on African American women academics' vulnerability to become workplace bullying targets.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128533526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Value-Added and Gender Gaps in Educational Outcomes","authors":"Andrés Barrios Fernández, Marc Riudavets","doi":"10.2139/ssrn.3856935","DOIUrl":"https://doi.org/10.2139/ssrn.3856935","url":null,"abstract":"This paper uses rich administrative data from Chile to estimate teacher-value added on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students, and show that differences in TVA explain an important part of the gender gaps we observe on test scores and on postsecondary education trajectories. We next exploit rich information on teaching practices and show that there are no important differences on what makes teachers effective for male and female students. We do find, however, significant associations that suggest that certain practices benefit students independently of their gender.<br>Finally, we also find that female teachers are on average more effective at teaching female students, and that math teachers tend to be biased in favor of male students.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129879616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Women Education in India and Economic Development Linkages: A Conceptual Study","authors":"Azra Khan, Shayista Majeed, Rayeesa Sayeed","doi":"10.2139/ssrn.3631689","DOIUrl":"https://doi.org/10.2139/ssrn.3631689","url":null,"abstract":"Women have been recognised as a crucial force in economic development of any nation. However, it is imperative to mention that traditionally their lives were confined to the four walls of the house. They were mainly engaged in household chores, bearing and rearing of children and were treated on different footings. Their existence was deeply influenced by the prevailing patriarchal system which often results into deprivation of their basic rights as enjoyed by their male counterparts including their right to education. But, with the advent of various legislations, social reforms and women’s movement worldwide, there was a major shift in the socio-cultural set up and women’s entitlement to education begun to be recognised as pivotal for nations’ economic development. On the other hand, history has revealed that in Indian sub-continent, there was a worst scenario of women education. Women were denied their basic right to education and such bias was deeply rooted in prevailing socio-cultural set up where females were treated inferior to men. But, in the backdrop of various social reform movements, women movements, Christian missionaries and new economic reforms of 1991 popularly called as LPG concept (Liberalization, Privatization and Globalization), women education in India witnessed a drastic change. Further, research has noted a strong positive linkage between women education and economic development of any nation. Thus, keeping in view the importance of women education for an economic development of a nation, the present study is an endeavour towards identifying, reviewing and analysing the prior work with respect to above linkages. Moreover, the study has also identified the various issues pertaining to women education in India which has remained unaddressed and demands utmost attention. At the end of the study, various valuable suggestions have also been drawn in order to fill the identifiable gaps in women education structure so as to change its state and enhance its contribution towards achieving robust economic development.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124051918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Inequality in Education and Per Capita GDP: The Case of CEMAC Countries","authors":"Giscard Assoumou-Ella","doi":"10.2139/ssrn.3391773","DOIUrl":"https://doi.org/10.2139/ssrn.3391773","url":null,"abstract":"The global objective of the paper is to analyze the direct and indirect effects of gender inequality in education on GDP per capita of the Central African Economic and Monetary Community (CEMAC) countries over the period from 1980 to 2014. Using an IV estimate and the GMM system estimator from Blundel and Bond (1998), the results show that an increase of gender equality index at primary-secondary and tertiary levels increases GDP per capita. Like the estimates using the gender equality index, a decrease of gender inequalities in education completion according to age groups has a beneficial effect on GDP per capita of the sample countries. As a result, CEMAC countries need to implement policies that reduce gender inequalities in education for sustainable economic growth. Also, an indirect negative impact of political instability, oil shocks and adolescent fertility on GDP is established.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125876013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affirmative Action in Post-Secondary Education: Contrasting Approaches in Brazil and Canada","authors":"Michelli Aparecida Daros, D. Singh","doi":"10.2139/ssrn.3387895","DOIUrl":"https://doi.org/10.2139/ssrn.3387895","url":null,"abstract":"This paper compares and contrasts approaches to affirmative action that are intended to increase access to post-secondary institutions to students racialized as Black and Indigenous in Brazil and Canada, respectively. Both of these demographics are underrepresented in post-secondary institutions in these countries, as a result of the legacy of colonization and systemic racism within these nations. To explore various approaches to affirmative action a comparison of several documents are made including: the Brazilian Federal Law 11.645/ 2008, which obliges the addition of the History and Culture of Afro-Brazilians and Indigenous people to the national curriculum; the Brazilian Federal Law 12.711/2012, which supports access to federal universities and other federal educational institutions through quotas (best known as the \"Quotas’ Law\"); and the Truth and Reconciliation Final Summary Report (2015), which provides 94 calls to action for the Canadian government to redress the issues created by the residential school system. Through document analysis, a list of affirmative actions is compiled, followed by an analysis of their implementation. Moreover, data related to racialized students who have benefited from these approaches, highlight the importance of affirmative actions to build more inclusive democratic systems.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115986123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do You Speak My Language? The Effect of Sharing a Teacher's Native Language on Student Achievement","authors":"Kelvin K. C. Seah","doi":"10.1002/SOEJ.12510","DOIUrl":"https://doi.org/10.1002/SOEJ.12510","url":null,"abstract":"A large body of research has found that, by being better able to serve as cultural translators and role models, demographically-similar teachers can increase students' achievement. These studies have tended to focus on the role of race and gender similarities between student and teacher. This study is the first to examine the role of native language similarity. Using a nationally representative dataset from the United States which allows each student to be matched with two of his subject teachers, this study exploits variation in contemporaneous test scores and whether the student shares the same native language as the teacher across two different academic subjects, within-student, to identify the effect of being assigned to a linguistically-similar teacher. The effect is examined separately for students who are native Spanish-speakers and students who are native English-speakers. It finds that, unconditional on teacher ethnicity, assignment to a native Spanish-speaking teacher reduces the achievement of native Spanish-speaking students, particularly in Science and English. However, once differences in teacher ethnicity are controlled for, a native Spanish-speaking student does no worse or better on his test score when assigned to a native Spanish-speaking teacher than when assigned to a non-native Spanish-speaking teacher. For native English-speaking students, assignment to a linguistically-similar teacher has no impact on achievement. This finding applies regardless of whether teacher ethnicity is controlled for.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132841834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fixing the Bias in Current State K-12 Education Rankings","authors":"S. Liebowitz, Matthew L. Kelly","doi":"10.2139/ssrn.3185152","DOIUrl":"https://doi.org/10.2139/ssrn.3185152","url":null,"abstract":"State education rankings published by U.S. News and World Report, Education Week, and others, play a prominent role in legislative debate and public discourse concerning education. These rankings are based partly on achievement tests, which measure student learning, and partly on other factors that do not measure student learning. When achievement tests are used as measures of learning in these conventional rankings, they are aggregated in a way that provides misleading results. To overcome these deficiencies, we create a new ranking of state education systems using disaggregated achievement data and excluding less informative factors that are not directly related to learning. Using our methodology changes the order of state rankings considerably. Many states with right-to-work laws in the South and Southwest score much higher. Furthermore, we create another ranking of states based on the efficiency of education spending. In this efficiency ranking, achieving successful outcomes while economizing on education expenditures is considered better than doing so through lavish spending. Again, Southern states that are ranked low in conventional rankings experience a reversal of fortune. Finally, our regression results indicate that unionization has a powerful negative influence on educational outcomes.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130213848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Asymmetries: Impacts of an Early‐Stage School Intervention in the Philippines","authors":"Futoshi Yamauchi, Yanyan Liu","doi":"10.1111/rode.12337","DOIUrl":"https://doi.org/10.1111/rode.12337","url":null,"abstract":"This paper examines long-term impacts of improved school quality at the elementary school stage on subsequent schooling investments and labor market outcomes using unique data from a recent survey that tracked nearly 3,500 former students in the Philippines. The Third Elementary Education Project (TEEP) intervention introduced a package of investments and management reforms at the school level, including classroom constructions, textbooks, teacher training, and school-based management, implemented in the period of 2000 to 2006. The impacts on subsequent schooling investments and labor market earnings differ between females and males. The intervention significantly increased earnings among females, which reduced the existing wage gap by gender. However, the findings on schooling outcomes are mixed; the gender gap has widened, enhancing females’ existing relative advantage in schooling, though the average impacts are little and insignificant.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129375046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of the Impact of School Canteen Programs on Internal Efficiency of Schools, Cognitive Acquisitions and Learning Capacities of Students in Rural Primary Schools in Senegal","authors":"A. Diagne, Mouhamadou Moustapha LO, Ousmane Sokhna, Fatoumata L. Diallo","doi":"10.2139/ssrn.3167973","DOIUrl":"https://doi.org/10.2139/ssrn.3167973","url":null,"abstract":"This study evaluates the impact of school canteen programs on the performance of rural primary schools in Senegal using a “randomized experiment”. 120 schools which had never had school canteens were selected in the four poorest regions of Senegal. They were randomly assigned to treatment and control groups. Students in the second (CP) and fourth (CE2) years of primary school were observed in each of the selected schools. Many tests (student, Kolmogorov-Smirnov, Mann-Whitney Levene, Chi2) were performed in order to verify the random nature of the treatment assignment. The results show that, at the school level, the two groups are relatively homogenous, but there are some differences at the individual level. Thus, the double difference methods used to estimate the impact of the meal program on academic performance. The results are as follows: the canteen has a positive and significant impact on the overall score of students in grade 2 (10.56 points). This result is confirmed in both mathematics (12.32 points) and French (8.72 points). However, the impact is not significant for older children (more than 10 years old) in CP. In terms of gender, the study shows a difference in the impact in favour of girls in the fourth grade. Looking at the cognitive impact, we find that, except for the level of knowledge, the canteen has a greater impact on the cognitive ability of the youngest (aged six and seven years). Competencies in memory (33.23 points) and reasoning (23.92 points) improved by more. These results are all significant at the 5% confidence level. However, school canteens do not improve the internal efficacy of public primary schools: dropouts and repeated grades have certainly decreased, but none of the results are statistically significant. By improving the nutritional intake of children who benefit from the meals supplied to the school, the canteens have positive externalities on the nutritional intake of children living with the beneficiary students. Moreover, there are interaction effects between the school canteen and two traditional schooling quality inputs: poverty and class size. Regarding these results, we can state that universalizing school canteens can be an effective method to accelerate progress towards quality education for all.","PeriodicalId":217156,"journal":{"name":"EduRN: Race","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131732719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}