Biology is not supposed to be destiny in socialist China. In contrast to class societies where supposedly “men occupy the position of the ruling class… and women become the household slaves of men and the instruments for producing more men,” in China men and women together are said to hold up the sky (biantian). Women are no longer enslaved by reproduction; if they are oppressed, it is merely because remnants of feudal thinking, superstition and backwardness still exist in China. Or so it is argued by representatives of the Chinese leadership. Here I will posit a different view. Rather than blaming feudalism or China's lack of development, I suggest that contemporary political and economic decisions have reinforced sex inequality in China. In this article, I argue that social and economic policies since the Third Plenum of the llth Central Committee of the Chinese Communist Party have created conditions which impose on women (and men) sex-differentiated roles in production and reproduction. These new public policies sustain the traditional definition of women as household labourers and reproducers of men.
This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.
Some argue that market democracies do not engage in war with one another, and therefore that if one promotes markets, franchise, and elections, or democratic-capitalist states, this will lead to international peace and cooperation. This idea has informed both the theory of international law (e.g., a right to democratic governance) and the practice of American foreign policy (e.g., Bush Doctrine). A counterargument is built on the suspicion that institutional political/economic process is largely independent of the propensity of a state to cooperate in international relations, and that a focus on democracy and
This research-in-progress paper reports on a National Science Foundation funded project aimed at examining ways to engage women and girls in courses of study that will qualify and motivate them for information technology (IT)-related careers. This Information Technology Work Force (ITWF) award provides support to investigate 15 tertiary education programs in information systems, information science, instructional systems technology, and informatics, with computer science programs as a baseline comparison, in five major IT degree-granting institutions. The purpose of the study is to systematically investigate the contribution of organizational culture to student experiences and outcomes, determining factors that favor female success over time.The programs are hypothesized to be differentially responsive to female students due to differences in academic culture, operationalized in terms of the availability of mentorship, role models, peer support networks, grant programs, and other resources at the departmental, university, and disciplinary levels. These measures of organizational culture will be correlated with measures of student outcomes and self-reports of student experiences. Data about students' experiences will be collected through a web-based survey of a sample of 5,000 students, followed by three face-to-face interviews with an estimated 155 students, over-sampling for females, over a two-year period. In addition, faculty, administrators and staff in the study programs will be interviewed by telephone and in person. Student survey data will be collected by April 2004 and analyzed by May 2004.At the conference, we will report preliminary findings based on analysis of data collected from our pilot site (Indiana University).The project will identify encouraging and discouraging factors, and produce comparative statistics, that can be used as a baseline in future research on IT education and gender. Findings can be used to inform programmatic recommendations aimed at moving more women into the IT pipeline through a diverse range of educational programs. To the extent that new IT paradigms such as are taught in schools of information, informatics, education, and business help to create those cultural associations, they can contribute to reducing the persistent gender segregation in academic IT-related programs and thus IT employment.
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