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Re: [Fizinfo] Nok a szakmai eletben

Chronological Thread 
  • From: "Zsuzsanna Vizi" <vizi AT>
  • To: <Fizinfo AT>
  • Subject: Re: [Fizinfo] Nok a szakmai eletben
  • Date: Fri, 21 Dec 2007 13:41:28 +0100
  • List-archive: <>
  • List-id: ELFT HÍRADÓ <>

"Ismer (Ön vagy az idézett könyv) bármilyen tudományos

bizonyítékot arra, hogy a nők azért vannak jelentősen

alulreprezentálva bizonyos pályákon, mert "az adott

szakmához szükséges képességeik" átlagosan gyengébbek? Én

úgy gondolom, hogy fogalmunk sincs arról, hogy mekkora

hatása van a nők nagymúltú "háttérbe nyomásának"!

A vita szerintem nem arról szól, hogy a nők pl.

"agresszívebbek-e", hanem arról, hogy 2x olyan

"agresszívnek" kell lennie, ha ugyanoda szeretne eljutni,

mint férfi társai!"

Kedves Georgina!

A teljesseg legcsekelyebb igenye nelkul ime nehany tudomanyos munka a vita

Bar rovid idezetet keveset masoltam ide, (legtobb cikk megtalalhato az
Internete), tobbseguk vegkovetkeztetese hasonlo vagy ugyanaz:

"Gender differences accounted for either zero or a very small effect for
most of the psychological variables examined. Furthermore, gender
differences seem to depend on the context they were measured in.....
Over-inflated claims of gender difference seen in the mass media affect men
and women in work, parenting and relationships. Studies of gender and
evaluation of leaders in the workplace show that women who go against the
caring, nurturing stereotype may pay for it dearly when being hired or
evaluated." Janet S. Hyde,2005, American Psychologist

WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics,
Paris, France, 7-9 March 2002

Gender Differences in Mathematics - An Integrative Phychological Approach,
Eds. Ann M. Gallagher, James C. Kaufman, Cambridge University Press, 2005

Sex Differences in Intrinsic Aptitude for Mathematics

and Science? - A Critical Review

Elizabeth S. Spelke, American Psychologist, December 2005, 950-958.

This article considers 3 claims that cognitive sex differences account for
the differential representation of men and women in high-level careers in
mathematics and science: (a) males are more focused on objects from the
beginning of life and therefore are predisposed to better learning about
mechanical systems; (b) males have a profile of spatial and numerical
abilities producing greater aptitude for mathematics; and (c) males are more
variable in their cognitive abilities and therefore predominate at the upper
reaches of mathematical talent. Research on cognitive development in human
infants, preschool children, and students at all levels fails to support
these claims. Instead, it provides evidence that mathematical and scientific
reasoning develop from a set of biologically based cognitive capacities that
males and females share. These capacities lead men and women to develop
equal talent for mathematics and science.

Gender Differences in Mathematics Performance: A Meta-Analysis

Janet Shibley Hyde, Elizabeth Fennema, and Susan J. Lamon

Psychological Bulletin 1990, VoL 107, No. 2, 139-155'90.pdf

Gender differences in math and verbal self-concept, performance
expectations, and motivation

Sex Roles: Sidsel Skaalvik, Einar M. Skaalvik, A Journal of Research, Feb,

Gender differences in mathematical sub-skills

Manger, Terje, Eikeland, Ole-Johan

Research in Education, May 1998

Women's Math Performance Affected By Theories On Sex Differences,
ScienceDaily (Oct. 20, 2006)

Implicit Stereotypes And Gender Identification May Affect Female Math
Performance, ScienceDaily (Jan. 24, 2007)

Gender Differences in Science Careers

Gerhard Sonnert, Gerald Holton, Rutgers University Press

Gender Differences in Students' Interests in Applications of School Physics.

Jones, A. T.; Kirk, C. M., Physics Education, v25 n6 p308-13 Nov 1990

Gender Differences in Gifted Achievement In Britain and the USA

Freeman, J. (2003), Gifted Child Quarterly, 47, 202-211.

Some Notes on Gender Differences in Mathematics

Alison Kelly

British Journal of Sociology of Education, Vol. 8, No. 3 (1987), pp. 305-311

Gender differences in introductory university physics performance: The
influence of high school physics preparation and affective factors

Zahra Hazari 1 *, Robert H. Tai 2, Philip M. Sadler

Science Education, Volume 91, Issue 6 , Pages 847 - 876


Vizi Zsuzsanna

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