БАРЬЕРЫ И ПОМОЩНИКИ НА ПУТИ КАРЬЕРНОГО РОСТА ЖЕНЩИН-ДЕКАНОВ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВА-НИЯ: ПОИСКОВЫЕ ИССЛЕДОВАНИЯ ВО ВЬЕТНАМЕ.
The article analyzes linguistic means constructing gernder stereotypes that can facilitate or hinder woman's successful political career from the point of view of Russian- and English-speaking users of Twitter. The result of the research is outlining prototypical images of woman politicians and the identification of their structural characteristics.
This article explores the problem of gender inequality, manifested in the process of socialization of schoolchildren and young people. This problem leads to a decrease in the motivation of girls to choose technical sciences and STEM-professions as a career. The data was collected by means of an online survey and completing the questionnaire at school. The final sample involved 438 schoolchildren who are enrolled in 5, 8 and 11 grades in Moscow and Gubkin (Belgorod region). The data analysis demonstrates that, despite the fact that the objective achievements of girls in math are high, they tend to underestimate their abilities and less often associate their higher education prospects with technical sciences. A binary logistic regression with the interaction effects was built to look for the determining factors of schoolgirls choice of STEM-field. The appeal to interaction effects allowed to make interpretation of results more meaningful. The regression model reveals that parents, math teachers, gender beliefs, class profiles, assessment of the math abilities and the organization of the school curriculum in certain combinations influence the choice of STEM-disciplines by school girls. It is noteworthy that the class profile and the organization of the school curriculum participated in all interaction effects. The notion of a “hidden curriculum” is developed; a scale is proposed for its measurement. The factor analysis reveals that the most significant factor is “the organization of the academic life and the education programs”.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.