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自我报告的教师发展网络中的性别差异

X Shore1, B Soller1, N Mickel1

  • 1University of New Mexico-Health Sciences Center, University of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.

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PubMed
概括
此摘要是机器生成的。

性别影响教师职业网络. 女学者建立网络有更多的心理社会支持,但比男性同事少赞助商和盟友,这可能会影响职业发展.

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科学领域:

  • 社会科学 社会科学 社会科学
  • 组织行为 组织行为
  • 高等教育研究 高等教育研究

背景情况:

  • 在学术职业发展方面,性别差异仍然存在.
  • 女教师报告的辅导和职业满意度低于男性.
  • 了解性别在教师发展网络中的作用至关重要.

研究的目的:

  • 调查教师发展网络中的性别差异.
  • 评估性别如何影响网络组成和对职业发展的支持.
  • 确定对学术界性别平等的潜在影响.

主要方法:

  • 使用自我中心网络数据进行横截面研究.
  • 导师网络调查问卷通过电子方式向159名教师进行管理.
  • 统计分析包括奇二测试,威尔科克森等级和和测试和多层回归.

主要成果:

  • 女教师选择了性别多样性较低的开发人员 (p=0.01).
  • 女性教师从开发人员那里得到了更多的心理社会支持 (p=0.03).
  • 女性教师的开发者更常是朋友,更少的赞助商/盟友 (p<0.001).

结论:

  • 教师的性别在很大程度上塑造了发展网络的特征.
  • 网络组成的差异,特别是女性的赞助商/盟友数量较少,可能会阻碍职业发展.
  • 网络战略应解决性别差异,以促进公平.