Gender differences in the pathways to higher education

Stoet, Gijsbert; Geary, David C.

doi:10.1073/pnas.2002861117

Cited by 65 publications

(46 citation statements)

References 22 publications

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“…Women obtained higher grades and standardized test scores than men in school (O’Dea et al , 2018; Snyder et al , 2018), and more women enrolled in post-secondary programs than men (Stoet and Geary, 2020). This indicates that women outperform men in school, and women’s professional knowledge and skills are not inferior to their male counterparts.…”

Section: Discussionmentioning

confidence: 99%

Gender bias in team-building activities in China

Lou

Liu

Chen

et al. 2021

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Purpose The purpose of this study is to explore how gender influences peer assessment in team-building activities in China. Design/methodology/approach A nine-player Werewolf game was adopted to conduct the experiment. Nine abilities were defined to evaluate players’ performances. Before the game, players filled out a self-assessment questionnaire (five-point Likert scale). After the game, players evaluated other game members’ performances using the same questionnaire. Data were analyzed using linear regression. Findings The results showed that gender bias clearly existed in team-building activities, with men more likely to receive better peer assessment than women. In addition, when women presented themselves as actively as men did, they received less favorable evaluations than men, whereas their failures were more likely to be exaggerated. Practical implications This study may help build harmonious teams for gender equality, and we give practical suggestions respectively from the perspective of female employees, their managers, and their companies. Originality/value Given the importance of team-building activities in teamwork, fair evaluations of team-building performances are essential. However, gender influences on peer assessment in team-building activities in China remain unclear. This study adds new and important knowledge to research on gender bias in teams.

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Section: Discussionmentioning

confidence: 99%

Gender bias in team-building activities in China

Lou

Liu

Chen

et al. 2021

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“…Take the United States as an example, compared to men, 2.4 million more women were pursuing some form of postsecondary education (universities, colleges, etc.) in 2017 [8]. The research from Paul indicates that women have a slightly higher graduation rate compare to men across Organisation for Economic Co-operation and Development countries, about 8 percent in 2008 data [9].…”

Section: Gender Gap In Attendancementioning

confidence: 99%

A Review Study of the “Boy Crisis”

Jing¹,

Lin²,

Yu³

et al. 2021

Proceedings of the 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021)

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This article examines the 'boy crisis', which is now becoming a global phenomenon. Boy crisis focuses on boy's underperformance and underachievement compared to girls. The review has analyzed the present studies from the behavior of the boy crisis, the gender gap in attendance, and the gender gap in achievement where aims to determine the cause of the boy crisis and treatments can be used for boy crisis. Moreover, this paper also pointed out the potential cause of the boy crisis: the one-child policy, teacher gender gap, social environment, and education for quality. Finally, the treatments, including androgyny and single-sex school, were also reviewed to analyze the methods of reducing the cause by boy crisis in the society. However, they may need further research to confirm.

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“…Therefore, gendered use of language is I n P r e s s worthy of exploration because it brings into sharper focus real-world imbalances and inequalities. Male and female differences in language use are caused by psychology, social factor, cultural background (Opina, 2017), and education (Stoet & Geary, 2020;Akabayashi et al, 2020), in which females are more expressive. The differences in conversational styles, way of speaking, topics, talkativeness, and the intention of the conversation are believed because male and female are biologically different from each other and play different social roles as they are bound by social and gender norms (Cislaghi & Heise, 2019).…”

Section: Introductionmentioning

confidence: 99%

Culture-Shaped Language of Male and Female Writers:

Sukendra

2021

Lingua Cultura

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This research would like to investigate how the writers of different genders from different cultures (western or American and Asian) reflected the differences in the language they used in their novels. Although gender differences were known to result from cultural differences, less research had been done in terms of contrasting the gender of different cultures, yet to discuss them in terms of gender roles as writers. This present research aimed to explore the role of gender in constructing language to examine gender stereotypes from a linguistic perspective and describe gender differences in language use. It used a library study as its method, which included several steps of reading the material, collecting and listing the swear words and adjectives used, categorizing the choice of words, and analyzing the choices. The research concludes that culture does contribute to the differences in how swear words are expressed, in which Indonesian writers use fewer swear words and avoid using vulgar words and profanity. In other words, gender differences do not affect adjectives used in Bahasa Indonesia.

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Gender differences in the pathways to higher education

Cited by 65 publications

References 22 publications

Gender bias in team-building activities in China

Gender bias in team-building activities in China

A Review Study of the “Boy Crisis”

Culture-Shaped Language of Male and Female Writers:

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