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This dissertation examines the lack of clarity in the scientific literature regarding gender and negotiation performance. It is often claimed that men negotiate better than women, yet it is simultaneously emphasized that results strongly depend on context. Through the use of qualitative methods such as content analysis and critical mixed-methods review, the research question: "Are women truly inferior negotiators compared to men?" is addressed. The study comprises a descriptive and an interpretive part. The descriptive section illuminates various interpretations of gender-specific negotiation theory among citing authors, with 67% arguing for a general superiority of men. However, given the high variance in gender-specific differences, the focus should instead be on the context-dependency of negotiation performance. Generalized statements can be made within contexts, but not across them. In the interpretive section, several factors contributing to this misinterpretation are highlighted, including discrepancies in the definition of negotiation performance and distortions in research communication.. From a scientific perspective, this study underscores the need for a nuanced sociological analysis and warns against the one-sided acceptance of inaccurate scientific interpretations. From a practical standpoint, it amplifies the voices of women affected by biased research paradigms. Overall, the dissertation clarifies the theory of gender-specific negotiation performance and advocates for the elimination of biases in scientific discourse.
Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.
Gender and framing
(2019)
Framing literature has so far failed to construct gender as an analytical category that shapes the ways in which we perceive, identify and act upon grievances. This article builds on the insights of feminist theory and employs the conceptual vocabulary of the social movement framing perspective in maintaining gender as a main parameter of framing processes. Drawing on ethnographic research on local community struggles against hydropower plants in the Eastern Black Sea Region of Turkey, this article maintains the centrality of gender to framing processes. It analyzes the gendered difference between men’s macro-framings and women’s cultural and socio-ecological framings, which is rooted in their differing relationships with their immediate environment, as well as with the state and its institutions. The article maintains that the framings of women, which represent the immediacy of the environment, are more effective in gaining public support and shaping movement outcomes. In this sense, constructing gender as an important determinant of “frame variation” is essential not only to reveal women’s frames that are largely silenced through and within the mechanisms of social movement organization, but also to stress their centrality in shaping repertoires of contention, public reception and movement outcomes.
Organizations increasingly use social media and especially social networking sites (SNS) to support their marketing agenda, enhance collaboration, and develop new capabilities. However, the success of SNS initiatives is largely dependent on sustainable user participation. In this study, we argue that the continuance intentions of users may be gender sensitive. To theorize and investigate gender differences in the determinants of continuance intentions, this study draws on the expectation-confirmation model, the uses and gratification theory, as well as the self-construal theory and its extensions. Our survey of 488 users shows that while both men and women are motivated by the ability to self enhance, there are some gender differences. Specifically, while women are mainly driven by relational uses, such as maintaining close ties and getting access to social information on close and distant networks, men base their continuance intentions on their ability to gain information of a general nature. Our research makes several contributions to the discourse in strategic information systems literature concerning the use of social media by individuals and organizations. Theoretically, it expands the understanding of the phenomenon of continuance intentions and specifically the role of the gender differences in its determinants. On a practical level, it delivers insights for SNS providers and marketers into how satisfaction and continuance intentions of male and female SNS users can be differentially promoted. Furthermore, as organizations increasingly rely on corporate social networks to foster collaboration and innovation, our insights deliver initial recommendations on how organizational social media initiatives can be supported with regard to gender-based differences.
This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.