Родни јаз у области математике у академским и истраживачким институцијама: студија малог обима
ДОИ: https://doi.org/10.2298/GEI2002277G УДК 001-055:305:51 Оригинални научни рад
Сажетак
Проблем недовољне заступљености жена у поређењу са мушкарцима у области математике огледа се нарочито у малом броју математичарки на водећим позицијама у истраживачким институцијама и на универзитетима у целом свету. Студије показују да се учешће жена у области математике у академским и истраживачким институцијама прогресивно смањује како се пењу хијерархијском лествицом на академском и професионалном нивоу. У истраживању смо примениле интегративни приступ који је укључивао прикупљање података путем интервјуа са једанаест математичарки различитог животног доба из Европе, Северне Америке и Аустралије, као и њихову анализу. Нарочито смо биле заинтересоване да видимо које стратегије су учеснице у нашем истраживању примениле како би превазишле родну неравноправност у пољу математике. Наша студија указује на факторе који могу да објасне решеност учесница да се баве математиком упркос институционалним и друштвено-културним препрекама са којима су се суочавале.
Кључне речи: родна равноправност, родни јаз, математичарке
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15 (3): 75−141. DOI: 10.1177/1529100614541236.
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Studying.” In Women and Mathematics: Research Perspectives for Change - NIE Papers in Education and Work, eds. Lynn H. Fox, Elizabeth Fennema
& Julia Sherman, 79−135. Washington D.C.: United States Department of Health, Education and Welfare.
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in Science and Mathematics.” Psychological Science in the Public Interest: a Journal of the American Psychological Society 8 (1): 1−51.
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London Mathematical Society. 2013. Advancing women in mathematics: Good practice in UK university departments. https://www.lms.ac.uk/sites/
lms.ac.uk/files/LMS-BTL-17Report_0.pdf (Accessed July 7, 2020).
Markov, Slobodanka. 2006. “Gender Inequalities within the Academic Elite.” Gender Studies 5: 254−268.
Marx, David M. & Jasmin S. Roman. 2002. “Female role models: Protecting Women’s Math Test Performance.” Personality and Social Psychology Bulletin 28: 1183−1193.
Mendick, Heather. 2005. “Mathematical Stories: Why Do More Boys than Girls Choose to Study Mathematics at AS-Level in England?” British Journal of
Sociology of Education 26 (2): 235−251.
Popović, Dragana. 2005. “Nauka, rod i moć: slučaj Srbija.” Genero 4–5: 123−135.
Sandberg, John. F. & Sandra L. Hofferth. 2001. “Changes in Children’s Time with Parents: United States, 1981−1997.” Demography 38: 423−436.
Schaffer, Karl. 2017. “The Daughters of Hypatia: Dancing the Stories of Women in Mathematics.” In Women in Mathematics Celebrating the Centennial of the
Mathematical Association of America, eds. Janet L. Beery, Sarah J. Greenwald, Jacqueline A. Jensen-Vallin & Maura B. Mast, 375−396. Cham Switzerland: Springer.
Schildkamp-Kündiger, Erika, ed. 1982. Mathematics Education Information Report: An International Review of Gender and Mathematics. Columbus, Ohio: Mathematics and Environmental Education Clearinghouse − The Center for Science and Mathematics Education The Ohio State University.
Schoon, Ingrid. 2015. “Explaining Persisting Gender Inequalities in Aspirations and Attainment: An Integrative Developmental Approach.” International Journal
of Gender, Science and Technology 7 (2): 151−165. http://genderandset.open.ac.uk/index.php/genderandset/article/view/401
(Accessed July 7, 2020).
Sherman Julia & Elizabeth Fennema. 1977. “The Study of Mathematics by High school Girls and Boys: Related Variables.” American Educational Research Journal 14: 159−168.
Solomon, Ivette, Darinka Radovic & Laura Black. 2015. “ʻI can actually be very feminine hereʼ: contradiction and hybridity in becoming a female mathematician.”
Educational Studies in Mathematics 91 (1): 1−21. DOI:10.1007/s10649-015-9649-4.
Објављено
30.09.2020.
Како цитирати
GAVRANOV, Senka; IZGARJAN, Aleksandra; MARKOV, Slobodanka.
Родни јаз у области математике у академским и истраживачким институцијама: студија малог обима.
Гласник Етнографског института САНУ, [S.l.], v. 68, n. 2, p. 277–293, sep. 2020.
ISSN 2334-8259.
Доступно на:
<https://www.ei.sanu.ac.rs/index.php/gei/article/view/897>.
Датум приступа: 18 apr. 2024
<https://www.ei.sanu.ac.rs/index.php/gei/article/view/897>.
Датум приступа: 18 apr. 2024
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