Assessing gender and top-management-team pay in the S&P Mid-Cap and Small-Cap companies using data envelopment analysis

In this study, we use data envelopment analysis (DEA) to study gender equity in top-management-team compensation in the S&P Mid-Cap and Small-Cap companies. We find that female and male executives in these companies receive comparable compensation when controlling for differences in company performance, company size, and company pay philosophy.     

非对称信息下退耕还林生态补偿契约设计研究

基于农户行为信息是否对称的视角,对退耕还林生态补偿契约设计及效率进行研究.结果显示,当农户行为信息对称时,不管造林产量高低,基层地方政府支付的生态补偿只能达到农户的保留效用.当农户行为信息不对称时,如果造林产量高,则农户获得超过保留效用的生态补偿;如果如果造林产量低,则农户获得低于保留效用的生态补偿.并且,基层地方政府需要支付比对称信息下更多的成本才能激励农户付出正努力水平.当农户付出正努力水平时,获得高造林产量的概率越高,则基层地方政府支付的生态补偿越接近对称信息下的补偿额度;当农户付出零努力水平时,获得高造林产量的概率越高,则基层地方政府支付的生态补偿越偏离对称信息下的补偿额度.     

性别差异对研发投资决策影响的实验研究

基于Z-Tree实验平台利用研发投资自然博弈实验研究发现风险规避导致女性的研发投入强度低于男性,但女性在研发投资过程中愿意投入的研发努力程度高于男性。随着时间推移,男性的研发努力程度明显下降,但女性的研发努力程度反而上升。男性和女性在决策中均表现出心理账户效应,女性更加愿意通过努力来提高业绩。男性在投资中更多体现期权思想,而女性更多表现出长期倾向下的持续努力。文章在揭示性别因素影响研发投资机理基础上,为董事会性别多样性、分级董事会以及递延薪酬等治理机制发挥作用机理提供了新解释。研究结论可以为企业职位的性别配置、分级董事会以及激励契约设计提供借鉴。关键词:性别差异;研发投资;实验研究;心理账户;风险规避;长期倾向     

Influence of gender,single-sex and co-educational schooling on students’ enjoyment and achievement in mathematics

This research investigates the influence that gender, single-sex and co-educational schooling can have on students’ mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students’ enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.     

英语语调性别差异的统计分析

本文主要采用语料库语言学的研究方法,选取IViE语料库中英国剑桥地区6男6女共12位母语朗读者的不同句型的单句和段落朗读中的相关句型,从英语语调的核心声学参数调核音高入手,分析男女朗读者在5种不同句子类型(陈述句、陈述疑问句、一般疑问句、特殊疑问句和感叹句)上的异同。我们针对408句声音语料,利用先进的计算机语音分析软件获取研究数据,再通过严格的统计分析,以定量分析的方式考察英语不同句型的调核音高差异程度和调核音高的性别差异,分析英国英语语调在调核音高上的性别差异和特点。     

The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief–Achievement Relationships

Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy‐value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self‐beliefs. Extant literature is equivocal: there are studies indicating that the male over female advantage in self‐efficacy and beliefs about math learning is as strong as ever and there are studies reporting an absence of gender differences in belief. Using data from 996 grades 7–10 Canadian students, we found that gender differences in beliefs continued, even though gender differences in achievement were near zero. Gender differences, favoring males, were larger for self‐beliefs (math self‐efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and achievement.     

Gender difference on spatial visualization by college students’ major types as STEM and non-STEM: a meta-analysis

Gender difference on spatial visualization has been considered an important factor that impacts the gender gap in academic performance in STEM-related disciplines. The purpose of this meta-analysis was to examine the gender difference on spatial visualization between STEM and non-STEM undergraduate majors. Twenty effect sizes representing STEM majors’ spatial ability and 14 effect sizes representing non-STEM majors’ spatial ability were included in the present meta-analysis. Results indicated that the overall effect size equalled 0.613 (95% CI?=?[0.444, 0.782]) in STEM and 0.481 (95% CI?=?[0.359, 0.604]) in non-STEM. These findings showed that the gender differences on spatial visualization were statistically significant in both STEM and non-STEM majors. The gender difference on spatial visualization in STEM was larger than the gender difference on spatial visualization in non-STEM. In addition, male students’ spatial visualization ability was higher than female students’ spatial visualization in both STEM and non-STEM majors.     

Gender and Mathematics: recent development from a Swedish perspective

A fairly large study of attitudes towards mathematics among Swedish students at secondary level was conducted during 2001–2004. A newly developed instrument was used that was designed to capture gender stereotyped attitudes among students related to various aspects of mathematics in education and future life. The new scale and its development are described with reference to the original Australian studies. The scale builds on the Fennema–Sherman attitude scale “Mathematics as a male domain” but allows mathematics to be viewed as female, male or gender neutral, reflecting a different societal and educational situation than in the seventies when attitudes towards mathematics as a male domain were first investigated. The Swedish study shows that mathematics is perceived as gendered, mostly as a male domain, by large minorities of students at secondary level. However, the results are complex, with clear differences in responses from female and male students. Furthermore, mathematics is also viewed as female in some aspects. A comparison with Australian data shows that Swedish students are less inclined to view mathematics as a female domain than Australian students of the same age. The relevance of the study is related to the lack of equity in mathematics in education and as a professional field in the Swedish society, documented by earlier research.     

Students' gendered perceptions of mathematics in middle grades single‐sex and coeducational classrooms

With the introduction of single‐sex classroom settings in coeducational public schools, there is an ongoing debate as to whether single‐sex education may reduce or reinforce traditional stereotypes and gender roles. In this article we present findings from a study that investigated the extent to which mathematics is perceived as a gendered domain among adolescent students enrolled in single‐sex classes and coeducational classes. Further we analyzed the relationships between student characteristics, class‐type, and teacher variables on students' perceptions of gender in mathematics. Findings from this study challenge the traditional view of mathematics as a male domain. Female participants more frequently considered mathematics to be a female domain than the male participants. Male participants, on the other hand, typically did not stereotype the mathematics as a gendered domain. Results from this study do not indicate, for girls at least, that participation in single‐sex classes results in a greater propensity to stereotype mathematics as a gendered domain than would be the case in coeducational classes. This study contributes to the evolving discourse and understanding of adolescents' gendered attitudes and beliefs towards mathematics—especially in light of stereotyped assertions that have a bearing on efforts to promote the learning of mathematics and science.     

中国上市公司治理、绩效与高管薪酬相关性研究

本文以中国社会科学院公布的中国上市公司100强治理评价报告和上市公司年报为基础,以中国上市公司为对象,研究了公司治理与公司绩效、高管薪酬的关系。通过分析和实证检验,得出中国上市公司治理、高管薪酬和公司绩效之间没有明显的线性关系,高管薪酬更多的是由公司规模而不是公司绩效决定的。     

Perceptions of Mathematics and Gender

This study examined students’ perceptions about gender and the subject of mathematics, as well as gender and mathematics learning. Secondary school students and pre‐service elementary teachers were surveyed using the Mathematics as a Gendered Domain and Who and Mathematics instruments developed by Leder and Forgasz ( Leder, 2001 ). The data indicate that, similar to findings from the 1970s, students believe that mathematics is gender neutral, although females hold this belief more strongly than males. Female secondary school students hold beliefs in gender neutrality more strongly than female pre‐service teachers. Data for secondary school students indicate that both males and females see differences in the way boys and girls act and are treated in mathematics classes (e.g., boys cause more distractions while girls care more about doing well). The data also show that secondary school males who believe they are good mathematics students tend to have more gender‐neutral perceptions than those who believe they are average or below average. No such pattern appears for secondary school females.     

Exploring gender factors related to PISA 2003 results in Iceland: a youth interview study

Students’ mathematical achievement in Iceland, as reported in PISA 2003, showed significant and (by comparison) unusual gender differences in mathematics: Iceland was the only country in which the mathematics gender gap favored girls. When data were broken down and analyzed, the Icelandic gender gap appeared statistically significant only in the rural areas of Iceland, suggesting a question about differences in rural and urban educational communities. In the 2007 qualitative research study reported in this paper, the authors interviewed 19 students from rural and urban Iceland who participated in PISA 2003 in order to investigate these differences and to identify factors that contributed to gender differences in mathematics learning. Students were asked to talk about their mathematical experiences, their thoughts about the PISA results, and their ideas about the reasons behind the PISA 2003 results. The data were transcribed, coded, and analyzed using techniques from analytic induction in order to build themes and to present both male and female student perspectives on the Icelandic anomaly. Strikingly, youth in the interviews focused on social and societal factors concerning education in general rather then on their mathematics education.     

Evaluation of 11th grade students’ cognitive behaviour on some subjects of analysis according to gender

The purpose of this research is to investigate students’ cognitive behaviour in the subjects of function, limit, and derivative according to gender. The research was conducted with the participation of 67 female and 58 male 11th grade students of Gazi High School in Eskisehir in the academic year 2000/2001. The data were obtained through a test consisting of 18 open-ended questions. At the end of the analysis, it was seen that there were significant differences in the steps ‘acquiring knowledge of definition’, ‘understanding’, ‘analysis’, ‘synthesis’ and ‘evaluation of cognitive behaviour’ between male and female students, but there were no significant differences in the step ‘application of cognitive behaviour’.     

基于平行DEA模型的我国小学教育资源配置效率分析

小学教育是教育阶段的基础,也是我国强制教育的一部分。但如何在各省份性别比例相差较大的情况下,更加有效的提高各省份小学教育资源配置效率是一个值得思考的问题。为了避免性别带来的影响,可以通过平行结构DEA模型根据学生性别分为两个平行子系统,来衡量我国2012~2018年各省份小学教育的资源配置情况。研究发现大部分省份小学教育资源配置的总系统效率未达到有效边界,仍有需要改进的地方。男学生在小学教育阶段的效率通常优于女学生在小学教育阶段的效率,但随着近些年我国教育体制的日益完善,女学生在小学教育阶段的效率呈上升趋势。此外,我国西部地区的小学教育资源配置效率在一些年份普遍优于东部和中部地区,而中部地区和东部地区小学教育总系统效率相对稳定,西部地区小学教育总系统效率波动较大。     

Comparative survival curve analysis in sickle cell disease

In a typical followup study of a chronic disease patients enter and leave the study throughout its course. The usual Kaplan-Meier estimate of survival probability as a function of chronological age assumes that all patients are at equal risk from the beginning of the study irrespective of their age at entry. We proposed a modification of the Kaplan-Meier estimate which takes into account patients entering the study after commencement by treating them as “negative losses”. In this paper the usual Kaplan-Meier estimate is compared with our modification of the Kaplan-Meier estimate by applying each method to a data base of an ongoing study of 525 sickle cell disease patients. The data base was subdivided into groups by sex and hemoglobin type. We found that the usual Kaplan-Meier estimate has a lower resolution between groups than the modified Kaplan-Meier estimate, particularly when the true differences between groups are not great. In this sample male Hb SS patients had a better overall prognosis than female patients; a less acute form of the disorder associated with Hb SC, as expected, had a significantly higher survival than either the female or male SS patients. These subgroup and group differences were more clearly shown by the modified Kaplan-Meier estimate.     

Gender‐Related Beliefs and Mathematics Performance of Preservice Primary Teachers

The aim of this study was to examine whether there are gender differences in mathematics achievement and in beliefs about mathematics of preservice teachers over a period of four years. Data were collected from preservice teachers (156 males and 155 females) from the Ad?yaman University Faculty of Education in Turkey. The Mathematics as a Gendered Domain instrument was used to investigate preservice teachers' beliefs about the gender differences in mathematics. The results indicated that gender had no effect on mathematics performances of the preservice primary teachers. Findings of this research show that most of the male and female preservice primary teachers do not gender‐stereotype mathematics and believe that mathematics is gender neutral, although there are gender differences on some types of items of instrument.     

Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican students

In this paper the results of a comparative longitudinal study investigating changes in girls’ and boys’ attitudes towards mathematics, and self-confidence in mathematics are presented. A 5-point Likert scale, AMMEC, was used to measure attitudes towards mathematics (AM), computer-based mathematics (AMC), and self-confidence in mathematics (CM). A total of 430 students using technology for mathematics and 109 students not using it were monitored for 3 years. At the beginning of the study, the participants were aged about 13 years. The statistical analyses of the data showed few gender differences in the way students’ attitudes and self-confidence changed over the 3 years. Significant gender differences favouring boys were found in attitudes towards mathematics in grades 8 and 9 for the group using technology. For the group using technology, significantly more boys than girls got high scores in attitudes towards computer-based mathematics in grade 7. Significantly, more girls using technology than girls not using it got high scores in grade 8. The use of technology did not have a positive impact on students’ self-confidence. Regardless of whether they used computers or not, from grades 7 to 9, there was a decrease in the self-confidence in mathematics of both boys and girls. To enrich these results and detect possible gender differences in the way attitudes were constructed, 12 girls and 13 boys were interviewed at the end of the study. The analysis of the arguments they presented to explain and justify their attitudes towards mathematics, computer-based mathematics, and their self-confidence in working in mathematics provided evidence of important gender differences in the ways in which boys and girls construct their attitude, indicating how their constructions reflect the gender stereotypes within Mexican society.     

Gender Equity in Mathematics: Beliefs of Students,Parents, and Teachers

The attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated. Quantitative data regarding mathematics as a male domain, perception of importance of mathematics, confidence in learning mathematics, effectance motivation, and usefulness of mathematics were obtained. It was found that the traditional gender‐based differences in the beliefs regarding mathematics persist even in these mathematically talented students. Furthermore, parents' responses to the questions regarding the role of mathematics revealed that mothers, more than fathers, focused on the computational aspects of mathematics, while fathers more than mothers mentioned the role of mathematics in science or as a language. Boys, fathers, and certain mathematics teachers admitted to a low level of gender stereotyping, as evidenced by their scores on the Mathematics as a Male Domain subscale. However, the girls, mothers, and mathematics coaches did not endorse this stereotyping. Unsolicited responses of girls and mothers, in fact, emphatically denied that gender stereotyping exists. These findings are discussed in terms of the need to resolve the essential conflicts between students', parents', and teachers' deeply held beliefs regarding the nature of mathematics, gender differences in mathematical abilities, and the desire for equity within mathematics education.     

关于两总体均值差的一种半参数假设检验方法

近年来, 已有一些在半参数密度函数比模型下建立半参数统计分析方法的报道, 这些方法往往比参数方法稳健, 比非参数方法有效. 在本文里, 我们提出一种半参数的假设检验方法用于对两总体均值差进行假设检验. 该方法主要建立在对两总体均值差进行半参数估计的基础上. 我们报告了一些理论和统计模拟的结果, 得出该方法在数据符合正态性假设时, 比常用的参数和非参数方法略好; 而在数据不符合正态性假设时, 它的优势就非常明显. 我们还将提出的方法用到了两组真实数据的分析上.     

Mathematical literacy in undergraduates: role of gender,emotional intelligence and emotional self-efficacy

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates’ mathematical literacy, and the influence of EI and ESE on students’ attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students’ EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males’ and females’ confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test performance, with the relationship between anxiety and test performance linked more to emotional management (EI) than to ESE.