Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

To better define levels of accomplishment for publishing journal articles in strategic management, a bibliometric study was performed on the publication records of 96 doctorates in the field whose first post-degree job was in academics. By examining 20 journals that are outlets for research in strategic management, publication records were developed for each individual for the first 5-10 years following receipt of the doctoral degree. Two factors influenced the publication records of these new faculty. Having publications prior to receiving the doctorate and getting a first job at an institution with a graduate program in management were associated with more frequent publishing after an academic career began. As expected, the number of papers published was related to the likelihood of receiving tenure. However, despite the fact that they had produced more papers during the first 5 years than male faculty members and had higher citation rates, female faculty members were less likely to receive tenure. The findings are discussed in terms of institutional policy for hiring and evaluating new faculty.

Publication records and tenure decisions in the field of strategic management

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

https://isiarticles.com/bundles/Article/pre/pdf/36264.pdf

Constructions of masculinity and their influence on men's well-being: a theory of gender and health.

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

/pdf/psychological-correlates-of-university-students-academic-tr8hhxna2p.pdf

Psychological correlates of university students' academic performance: a systematic review and meta-analysis

Using data collected as part of the second pilot administration of Your First College Year (YFCY), a national survey of first-year college students, this study was designed to examine both response rates and nonresponse bias across four survey administration groups: paper-only, paper with web option, web-only with response incentive, and web-only without response incentive. Findings indicate that response rates vary by mode of administration. Moreover, predictors of response differed by administration group. Results are discussed in light of the recent surge of interest in online survey research.

Assessing response rates and nonresponse bias in web and paper surveys

Based on entering freshman and follow-up datacollected from 3,450 students (2,287 women and1,163 men) attending 42 institutions withfederally funded community service programs,the impact of community service participationon undergraduate student development wasexamined. Even after regression analysescontrolled for individual student characteristicsat the time of college entry, including thepropensity to engage in service, results indicatethat participating in service during the under-graduate years substantially enhances thestudent’s academic development, life skilldevelopment, and sense of civic responsibility.

/pdf/how-undergraduates-are-affected-by-service-participation-2kfikv4zu9.pdf

How Undergraduates Are Affected by Service Participation.

This study addresses the question of whether the effects of
 volunteer service during the undergraduate years persist once
 students leave college. Data are drawn from 12,376 students
 attending 209 institutions who were followed up four and nine years
 after college entry. Results show that even when pre-college service
 participation is controlled, student participation in volunteer service
 during the undergraduate years is positively associated with a
 variety of cognitive and affective outcomes measured nine years
 after entering college.

/pdf/long-term-effects-of-volunteerism-during-the-undergraduate-18dv76mcyd.pdf

Long-Term Effects of Volunteerism During the Undergraduate Years

This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.

/pdf/student-faculty-interaction-in-research-universities-2wavhw3gqy.pdf

Student-Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

This study explores the role of several family-related factors in faculty research productivity for a large, nationally representative sample of university faculty members. The role of marriage, children, and aging parents is examined after controlling for other personal and environmental factors, such as age, rank, department, and intrinsic motivations to conduct research, that previous research has shown to influence research productivity. Analyses are conducted on a sample of 8,544 full-time teaching faculty (2,384 women and 6,160 men) at 57 universities nationwide. Results show that factors affecting faculty research productivity are nearly identical for men and women, and family-related variables, such as having dependent children, exhibit little or no effects on research productivity.

Linda J. Sax

Papers

Assessing response rates and nonresponse bias in web and paper surveys

How Undergraduates Are Affected by Service Participation.

Long-Term Effects of Volunteerism During the Undergraduate Years

Student-Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

FACULTY RESEARCH PRODUCTIVITY: Exploring the Role of Gender and Family-Related Factors