Department of Humanities and Social Sciences

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Author: search.filters.author.Nirban, Virendra SinghSubject: search.filters.subject.Gender

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Now showing 1 - 4 of 4
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    Mathematical and Scientific Abilities of Students: A Study on Gender and Cognitive Functioning
    (RRIJM, 2021-01) Shukla, Tanu; Nirban, Virendra Singh
    The world is currently witnessing a shift of emphasis from learning outcomes to achieving gender equality in both performance and participation in education. Existing data indicates that the expansion of equitable resources does not necessarily translate into higher enrolment rate of female students in schools. This study aims to assess the differences in cognitive functioning and learning outcomes of male and female students by using Mathematics and Science achievement test. Data from two districts of extreme nature was collected to address the objectives of the study. The results portray that despite standing low on access and enrolment, female students stand above or equal to male students on performance in Mathematics and Science abilities.
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    Transformation of Academic Ecology through Information Communication Technology Adoption
    (IJIET, 2020-05) Nirban, Virendra Singh; Shukla, Tanu
    The role of technology in evolving and uplifting the lifestyle of populations worldwide has been enormous since the advent of 21st Century. Education when combined with technology, escalates the whole process of growth and development by making the user more and more independent in managing complex tasks in real time with less effort. This is an integrated process involving many factors to interplay. Acceptance of technology in the field of education still remains a challenge. There exist discrepancies in access and acceptance of technology among users in the academic realm, especially in the developing countries. This study attempts to gauge such discrepancies and the factors that lead to them by digging into the attitudes that urge people to accept or reject the Learning Management System (LMS) - a widely used technological intervention in the teaching learning process. The study was conducted in an engineering institute in India and data was collected from both the students and the teachers. The factors identified by the Unified Theory of Acceptance and Use of Technology (UTAUT) Model were used to design tools for data collection. Interviews were also conducted to substantiate the quantitative findings. The results indicated that acceptance of LMS was less in women as compared to their male counterparts both among the teachers and the students. The dependency on technology is influenced by factors such as the extent to which the user considers it easy to operate and, social influence from colleagues and seniors. Thus, it becomes clear that Effort Expectancy and Social Influence play an important role in the acceptance or rejection of available technology aides in education among women.
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    Mathematical and Scientific Abilities of Students: A Study on Gender and Cognitive Functioning
    (RRIJM, 2021-01) Shukla, Tanu; Nirban, Virendra Singh
    The world is currently witnessing a shift of emphasis from learning outcomes to achieving gender equality in both performance and participation in education. Existing data indicates that the expansion of equitable resources does not necessarily translate into higher enrolment rate of female students in schools. This study aims to assess the differences in cognitive functioning and learning outcomes of male and female students by using Mathematics and Science achievement test. Data from two districts of extreme nature was collected to address the objectives of the study. The results portray that despite standing low on access and enrolment, female students stand above or equal to male students on performance in Mathematics and Science abilities.
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    The Persistence of Gender-blind Phenomena in Indian Science Academia
    (Bridgewater State University, 2022-05) Nirban, Virendra Singh; Shukla, Tanu; Das, Madhurima
    Using the theoretical tool of gender-blind sexism, an extension of Bonilla Silva’s (2003) color-blind racism, the current study explores the key determinants which are responsible for discrimination of women in science disciplines in Indian higher education. We argue that gender-blind sexism demonstrates how gender discrimination operates as institutional tools to discriminate between men and women in science fields. Although the science stream proclaims gender neutrality/blindness, it ultimately disfavors women over men. This study with the aid of extensive in-depth face-to-face interviews, aims to recognize the pattern accountable for women’s reduced progress in the sciences. Against the backdrop of the recently framed National Education Policy (NEP) 2020, by the Government of India, this intensive qualitative study identifies certain crucial dimensions responsible for gender discrimination and diminishing participation of females in Indian academia, especially in the sciences. With several institutional policies that have been in place to mitigate challenges in overt sexist patterns in the workplace, the analysis still confirms the existence of a perceivable organizational barrier, which hinders the rise of women faculty members. We infer that gender discrimination operates through covert mechanisms of gender-blindness and such practices are normalized institutionally as a brand-new form of sexism.