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題名:女性教育與地位指標關聯之探索
書刊名:教育與心理研究
作者:張芳全 引用關係余民寧 引用關係
作者(外文):Chang, Fon-chungYu, Min-ning
出版日期:2003
卷期:26:1
頁次:頁23-59
主題關鍵詞:女性的國會占有率女性的行政與管理人力占有率女性的專業人力占有率女性識字率三級教育量指標女性的國民所得占有率The seats in parliament held by women (%)Female administrators and managers (%)Female professional and technical workers (%)The ratio of female adult literacy (%)Combining the ratio of firstSecondaryThird-level education (%)Women's share of earned income
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本研究旨在瞭解女性教育與地位指標的關聯。本研究運用女性國會地位占有率、女性管理地位占有率(即女性行政與管理人力占有率)、女性國民所得占有率、女性識字率、三級教育量為指標,進行女性地位的國家群集分類;探討各指標之間的關聯,以及分析教育女性地位的因果模式。研究資料取自UNDP(1995/96/97)。本研究提出五個虛無假設,考驗結果顯示:假設一、以五個指標進行分類,高度女性地位國家、中上女性地位國家、中度女性地位國家及低度女性地位國家各有33、34、23、11個國家,分類的準確度在95%以上;假設二、三與假設四、經過回歸分析發現,女性識字率、女性國民所得占有率、三級教育量對女性在國會占有率、女性管理地位占有、女性專業地位占有均是重要的正向影響因素;假設五、以教育潛在變項對女性地位潛在變項進行因果模式探索,卡方值並未達到顯著,同時AGFI、GFI、RMR的適配指標都符合檢定標準,且教育潛在變項對女性地位潛在變項影響值為.77,達到.01的顯著水準。也就是說,教育程度愈高,女性地位也較高。
The main purpose of this study is to analyze the correlation between the status of female and educational indicators. The study uses the seats in parliament held by women(%), female administrators and managers(%), and a combination o the ratio of first-, secondary-, and third-level education(%)for analysis. The raw data are collected from the UNDP(1995/96/97). There are five null hypotheses in the study to test. The results are as follows:Using Cluster Analysis, five indicators are used to categorize 101 countries into four groups:the status of higher-level females(33 countries), the status of middle-upper-level females(34 countries), the status of middle-level females(23 countries), the status of lower-level. females(11 countries). In order to test the consistency of the clustering, Discriminant Analysis is used to reclassify the clustered countries. Above 95% of countries are correctly classified by the five indicators (hypothesis 1). Hypotheses 2, 3 and 4 are tested by multi-regression analysis which uses the seats in parliament held by women(%), female administrators and managers(%), female professional and technical workers(%) as dependent variables, respectively, and use the ra6tio of first-secondary-and third-level education(%)as independent variables in the model for analysis. All the independent variables are significant in the three models. To understand the representative of the female indicators causality model, the research employed the LISREL for this study. It tested female indicators with 101 countries included in the model, and found that there are two latent variables in this model, such as educational and status of female latent variables. There resul6s showed that the X2 value is not significant, that is , the model is fitted better, and other indices, GFI, AGFI, and RMR, are also better. Also, the status of female latent variables is influenced by the educational latent variables, that is,it is significant (p<.01), too.
期刊論文
1.Psacharopoulos, George(1994)。Returns to investment in education: A global update。World Development,22(9),1325-1343。  new window
2.Courbage, Y.(1999)。Economic and political issues of fertility transition in the Arab world-Answers and open questions。Population and Environment,20(4),353-380。  new window
3.Geissinger, H.(1997)。Girls' access to education in a developing country。Compare,27(3),287-295。  new window
4.Rawaf, H. S. A.、Simmons, C.(1991)。The education of women in Saudi Arabia。Comparative Education,27(3),287-295。  new window
5.Woodhall, M.(1973)。Investment in women: A reappraisal of the concept of human capital。International Review of Education,19,9-29。  new window
6.Woodhall, M.(1973)。Economic returns to investment in women's education。Higher Education,2(3),275-299。  new window
會議論文
1.Boomsma, A.(1982)。The Robustness of LISREL against Small Sample Size in Factor Analysis Models。0。149-173。  new window
研究報告
1.行政院主計處(2000)。中華民國社會指標統計。臺北:行政院主計處。  延伸查詢new window
2.United Nations Development Programme(2000)。Human development report 2000。New York:UNDP:Oxford University Press。  new window
3.教育部(1999)。中華民國教育統計。台北:教育部。  延伸查詢new window
圖書
1.United Nations Educational, Scientific and Cultural Organization(1996)。Statistical yearbook。Paris, France。  new window
2.United Nations Educational, Scientific and Cultural Organization(2000)。Statistical Yearbook。Paris, France:United Nations Organization for Education, Science and Culture。  new window
3.United Nations Development Programme(1999)。Human Development Report 1999。New York, NY:United Nations Development Programme。  new window
4.United Nations Development Programme(1996)。Human Development Report 1996。New York, NY:Oxford University Press。  new window
5.United Nations Development Programme(1995)。Human Development Report 1995。Oxford University Press。  new window
6.馬信行(1999)。教育科學研究法。臺北市:五南圖書出版公司。  延伸查詢new window
7.UNDP(1997)。Human development report。Oxford University Press。  new window
8.Tilak, Jandhyala. B. G.(1994)。Education for Development in Asia。Sage。  new window
9.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
10.Becker, G. S.(1972)。Economics of discrimination。Economics of discrimination。Chicago, IL。  new window
11.(1984)。Women in higher education administration: New directions for higher education。Women in higher education administration: New directions for higher education。San Francisco, CA。  new window
12.Tilak, J. B. G.(1987)。Economics of inequality in education。Economics of inequality in education。New Delhi, India。  new window
13.United Nations Development Programme(1998)。Human development report 1998。Human development report 1998。Oxford。  new window
14.United Nation Educational, Scientific, and Cultural Organization(2000)。World education report。World education report。Paris, France。  new window
 
 
 
 
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