by James Madeiros on May 10, 2012
A new study indicates a dramatic shift in the marrying habits of educated women, and what it is that’s driving those choices later in life.
The long-term study, entitled “Women’s Education and Their Likelihood of Marriage: A Historic Reversal,” was conducted by New York University sociology professor Paula England, and examined the marriage traits of women born between 1958 and 1964.
Generally, the results revealed that educated women did not marry as early in life as their lesser-educated counterparts, but soon caught up and surpassed their numbers following pursuits in higher education. Reasons for this vary, but one primary theory is that educated women in the past were not viewed as “marriageable” by men who were threatened by a partner as smart – or smarter than – themselves. [click to continue…]
by James Madeiros on May 3, 2012
A new study that explores the dynamics of gender differences and participation in college classrooms is opening up a broader dialogue about stereotypes, societal expectations and student-instructor relationships.
Student group Yale Law Women replicated a 2002 study to explore gender dynamics in Yale Law School classrooms and discovered that women do not speak up in class as much as their male counterparts. Their research revealed that men were 16% more likely to speak in class than women, and that women’s participation rates improved only 1.5% in the last ten years.
Earlier studies indicate that instructors may be to blame. One study from the University of Virginia on sexism in the classroom demonstrated it has been historically proven through observation that it is often the case that teachers call on male students more, wait longer for male students to answer questions, give male students more encouraging eye contact and even remember male students’ names better. [click to continue…]