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Wyświetlanie 1-4 z 4
Tytuł:
Rozbieżność struktury wykształcenia kobiet i mężczyzn w PRL. Pomiędzy polityką państwa a indywidualnymi wyborami edukacyjnymi
Autorzy:
Zawistowska, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/603330.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Instytut Historii im. Tadeusza Manteuffla PAN w Warszawie
Tematy:
educational reforms
unintentional consequences
gender
the Polish People’s Republic
Opis:
The divergence in the structure of the education of men and women in the Polish People’s Republic. Between the state policy and individual educational choices (Summary)In the era of the Polish People’s Republic, the gender divergence in the structure of education grew in parallel with an increase in the number of women who obtained secondary and higher school education. The analysis given in the article supplements our knowledge on the topic with details on the analysis presented here, it is possible to specify two factors which, while linked to the educational policy pursued in communist Poland, stood behind the divergence under discussion. First, vocational schools offered training in trades reserved mainly for men, which led women to opt for high school general education. Second, women’s access to some ‘male’ schools was formally restricted. Women’s educational advantage, which was the result of the policy conducted by the state in the fi eld of education, can thus be regarded as having been an unintentional side effect of the reforms introduced in Poland after the Second World War.
Źródło:
Roczniki Dziejów Społecznych i Gospodarczych; 2015, 75
0080-3634
Pojawia się w:
Roczniki Dziejów Społecznych i Gospodarczych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is Entering STEM Socially Contagious? Contextual Factors in Women’s Educational Decisions
Autorzy:
Zawistowska, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/1790816.pdf
Data publikacji:
2017-03-23
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
stem
gender
Polska
social contagion
Opis:
Despite the nonexistence of institutional obstacles, majors in science and mathematics continuously attract women to a greater extent than those in technology and engineering. Based on a series of in-depth interviews conducted with students of various STEM majors in an university and a polytechnic in the same city in Poland, this paper attempts to explore the reasons for this divergence. Analysis of the detailed biographical narrations reveals that the women’s choice of male-dominated majors coincides with the presence of a significant role model (SRM) in the close social network. An SRM is an individual who is more experienced in a given domain and who has personal, lasting, and emotional contact with the decision-maker. The presence of an SRM was observed most often among female students of polytechnic, and was hardly observable among their university counterparts. The SRM provided various forms of support and information, and debunked discouraging stereotypes of maledominated majors. Furthermore, a long-lasting relationship with the SRM led to the development of a strong preference for polytechnics over universities. Those findings fit well with the explanations provided by the theory of social contagion.
Źródło:
Polish Sociological Review; 2017, 197, 1; 51-66
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Horizontal Inequalities in Higher Education
Autorzy:
Zawistowska, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/1929899.pdf
Data publikacji:
2011-09-27
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
horizontal educational inequality
higher education
stratification
educational selection
Opis:
This paper aims to answer two questions concerning inequalities in tertiary education. First question concerns the effect of social origin on choice of field of study and the second question concerns the effect of gender. Existing research has demonstrated a significant relation between social background and the field of study. Individuals with more educated parents are more likely to study at prestigious faculties, such as law or medicine. Women are more willing than men to choose humanities and social studies whereas men more often choose technical studies. Will these patterns continue in the face of the rapid increase in number of students which began in Poland in the 1990s? A survey conducted in three state higher-education establishments in Białystok in 2008 shows that students’ choices continue to be affected both by social background and gender. We also found a significant relationship between the field of study and general risk-proneness. These results are explained in terms of three different theories: cultural capital, critical theory, and rational choice.
Źródło:
Polish Sociological Review; 2011, 175, 3; 333-350
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Black Box of the Educational Reforms in Poland: What Caused the Improvement in the PISA Scores of Polish Students?
Autorzy:
Zawistowska, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/1811426.pdf
Data publikacji:
2014-09-30
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
PISA
reform
education
Polska
central examinations
Opis:
On the basis of the existing research and available theories this paper attempts to determine whether there is any causative relation between the educational reform introduced in Poland in 1999 and the improvement of Polish pupils’ scores in the PISA study. Analysis suggests that the element of the reformsmost likely to have contributed to the improvement of Poland’s PISAscores was the introduction of externally evaluated examinations with a multiple-choice format. There are also two strong methodological conclusions that can be drawn from this research: (1) given the complexity of the reform, its aims and outcomes should be ‘decomposed’ for more detailed analysis, and (2) given the cumulative outcomes of the reform, PISA scores between 2000 and 2012 should be explained by a different set of hypotheses for each round.
Źródło:
Polish Sociological Review; 2014, 187, 3; 333-350
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-4 z 4

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