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1.
Although there have been noticeable improvements in recent years, geography continues to be a predominantly male discipline. The percentage of women receiving PhDs in geography has tracked lower than the U.S. average of female PhDs. Previous studies of women's contribution to geography have focused on personal accounts or on the study of some of the most prominent practitioners, with a few studies using basic data on PhDs awarded and Association of American Geographers membership to determine trends. This article provides a comprehensive overview of doctoral degrees in geography by gender, over time, and across all universities in the United States by examining an alternative database, that of doctoral dissertations. The analysis yields three separate types of results. First, historical and contemporary variations among U.S. universities are examined. Second, data indicate that male and female doctoral students differ in the sex of their advisor. Third, a simple regression model explains some of the discrepancies in the proportion of female doctoral students by department. In sum, this article provides a comprehensive empirical study of the factors that might contribute to the continued disparities in female doctoral students in geography. 相似文献
2.
This study reveals some disturbing facts about the status of minorities in geography in the United States. The three underrepresented minority groups comprise only about 3% of the total geography population in the sample. This does not reflect well on geography, a discipline whose cultural and regional roots are as diverse as its subjects of study. It is important to increase minority participation in geography in order to diversify the discipline as well as allow minority students to enhance their spatial skills such as an understanding of the earth, cultural patterns, and political issues at the local, national, and global levels. If the discipline continues to neglect the need to provide a quality geographic education to minority students, it will forsake not only one of its major missions of spreading global knowledge to all, but will lose its market share of the growing minority student population. This paper describes the extent of minority underrepresentation in geography and provides a set of general recommendations, including a call for a national conference and formation of a high-level committee to deal with the issue of increased minority participation in geography. 相似文献
3.
Tyra A. Olstad 《The Professional geographer》2013,65(2):303-308
Although the need for unique spatial entities—regions—is generally agreed on within the discipline of geography, the philosophy and practice of regionalization—the process of identifying and demarcating regions and their borders—is still subject to great debate. To some, regionalization is a strict science, subject to demands for rigorous, rational, and replicable rules that make the process as objective and deductive as possible; to others, it is a subjective art that requires perspicacity, perseverance, and cultivation of inductive skills. This commentary reviews the concepts and uses of ecoregions and the process of ecoregionalization to illustrate and illuminate rich and varied traditions and philosophies within the discipline of geography. 相似文献
4.
《The Journal of geography》2012,111(2):67-71
Abstract By using stream restoration as a seminar theme, geography faculty can create a topical course that helps provide a shared intellectual agenda for both physical and human geography students, while highlighting the holistic strengths of our discipline. Although it is not necessary that faculty have prior knowledge about the topic, a willingness to work collaboratively is essential to creating an effective course about this complex endeavor. The course can simultaneously meets the needs of students continuing on to graduate studies as well as those preparing for teaching careers. Guidance on how a stream restoration class could be used to teach the eighteen geography standards is also provided. 相似文献
5.
The study of geography as a discipline has often employed a top‐down approach that examines the output of the field's most prominent members. In this paper, we provide a bottom‐up approach by analyzing geography dissertations. We start by assembling a database that includes the title, author, date, and university for every geographic doctoral dissertation written in the United States over the last 120 years. The database allows us to track the rise and fall of regions of interest and specific topics. It gives a broad overview of the different schools in geography and their influence within separate historical periods. And it permits a more empirically based delineation of geographical “eras” based on the commonality of words in dissertation titles. This work is at the convergence of the quantitative and qualitative; we quantify and visualize textual data to provide a more robust history of geography. The result is a new, more comprehensive way to look at the changing discipline of geography. 相似文献
6.
7.
Gender and physical geography in the United Kingdom 总被引：1，自引：0，他引：1
Summary This paper presents the results of a questionnaire survey of all higher education geography departments in the United Kingdom, in order to provide an overview of the current status of women employed in the discipline, particularly female physical geographers. The survey examined the position of female physical geographers of doctoral level and above, in terms of employment status, type of contract, career structure, research and teaching disciplines and successful grant applications. The publication records of female academic staff were also examined. The results of the survey demonstrate that women are under-represented in physical geography at all levels of the academic hierarchy and that the majority of female physical geography academic staff are below 40 years of age, and employed at the lecturer level on permanent contracts. 相似文献
8.
在“百年未有之大变局”的时代背景下,地理学科建设需要做好“四个面向”,其中本科人才培养是重中之重。1902年京师大学堂师范馆成立至今,北京师范大学地理学已有120年的发展历程。回顾历史,在时代的驱动下,北师大地理学本科专业人才培养不断适应国家社会需求、主动求变,经历了史地一体、独立设系、强调师范性、多元化人才培养、创新型人才培养,以及拔尖人才与“四有”好老师并重的发展阶段。北京师范大学地理学作为“双一流”建设学科,以全面提升育人水平和推动学科进入世界一流行列为首要任务,通过一系列改革措施,积极探索差异化的本科专业人才培养体系和特色化的培养模式,争取适应新时代国家和社会对地理学本科人才的新需求。 相似文献
9.
KENT MATHEWSON 《Geographical review》2006,96(3):416-438
ABSTRACT. Alexander von Humboldt is universally identified as a key figure in laying the foundations for modern geography. His main sites of research and scholarly production were centered on Europe, Latin America, and Russia. He drew on global sources of geographical data and knowledge in constructing and producing his voluminous works. Although he only briefly knew North America firsthand—at the outset of his career, in the late spring of 1804—he maintained a lifelong interest in the realm, especially in the United States. In turn, many North American scholars were admirers and followers of his perspectives, practices, and publications. Although geography did not emerge as an institutionally based discipline in the United States until the late nineteenth century, Humboldt's influence and impact on its antecedents were considerable. Contrary to conventional wisdom, his authority and influence in geography persisted well beyond Humboldt's death in 1859. His vision of demonstrating nature's unity in diversity and his enlightened views on social issues have continued to appeal to select sectors and actors in North American geography, especially Latin Americanists, historians of the discipline, and, more recently, proponents of an engaged, critical geography. 相似文献
10.
在学术界,代表性学者和机构对学科的产生和发展起着至关重要的作用,了解其总体格局和研究趋势有助于加深我们对该学科的认识和理解。文章对1980年~2014年海外经济地理代表性学者、机构、热点问题和研究趋势作了较为全面的分析。从研究结果中发现:(1)30多年以来的经济地理代表性学者和机构主要来自于英、美和少数几个欧洲发达国家;(2)亚洲经济地理学者的总影响力在国际上并不突出,在59位经济地理代表性学者中,亚裔学者仅有4位;(3)近年来的研究趋势呈现出明显的演化转向,金融危机背景下的区域弹性和有关亚洲经济发展等一系列问题逐渐成为热点问题。总的来说,经济地理学不仅是一门交叉性很强的学科,而且其产生和发展与特殊时期和特殊地域背景密不可分, 相似文献
11.
Amriah Buang 《Singapore journal of tropical geography》2011,32(2):155-167
This paper reviews the state of higher education human geography in contemporary Malaysia in relation to four main challenges: defending the unity of identity of higher education geography as a coherent and distinct discipline; ensuring the institutional survival of geography in higher education; enhancing the visibility of geographers as public intellectuals; and fostering the internationalization of human geography in Malaysia. It also suggests possible measures in responding to these. Moreover, while sharing the problems of developing higher education human geography experienced in other countries, Malaysia suffers most from national education policies that place lesser importance on the teaching of geography in schools, that stipulate a non‐English (Malay) medium of instruction, and that have been late in espousing an outward looking research university concept. In summing up the prevailing conditions as depicting a mixed bag of benign contentment, hard‐nosed pragmatism and continuing frustrations, it is uncertain whether recent policy changes to advance research environments in public universities can appreciably alleviate the fourfold challenges mentioned above. 相似文献
12.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(4):211-215
The article provides a brief review of the current state and future prospects of political geography in Norway. Although political geography has been revitalised internationally, it has a relatively short history and weak institutional basis in Norway. There are, however, notable exceptions both within and outside the discipline. The main part of the article reviews recent research within political geography at the University of Olso, emphasising the shared focus on contextualised politics of representation, especially in the Global South. This thematic and geographical orientation gives Norwegian political geography a distinct character that also frames the prospects for further development and contribution to international political geography. 相似文献
13.
为了厘清中国高等地理教育机构发展脉络,论文基于多种类型资料,梳理了1980—2021年中国高等地理教育机构的专业、沿革、停办数据,从类型、增长、分布3个层面讨论其发展过程,并探讨其当前主要问题。研究发现,近40余年中国高等地理教育机构发展有如下特征：① 主要分布在科研机构和高校中,且高校涉及综合、师范、工程与矿业等11类高校;② 地理学专业数量及其在机构中地位的差异使之有必要区分学科机构与专业机构;③ 数量增长包括1980—1998年稳定增长、1999—2009年快速增长、2010—2021年波动增长3个阶段,并主要受高校地理院系增长的影响,不同阶段不同类型高校地理院系增长又有差异;④ 分布演变可分为与数量增长时段相一致的省级稳定扩展、省级与地市级双轨快速扩展、省级与地市级双轨缓慢扩展3个阶段,不同类型机构空间分布及扩展态势也存在差异。当前中国高等地理教育机构已形成学科机构为主体、专业机构为扩展翼的发展态势,但有必要加强学科认同和学科共同体建设,以避免多样化发展可能引起的误解,改变仍然存在的高校学科院系“名实不符”现象,降低高校专业院系停办风险。 相似文献
14.
国外教育地理研究回顾与借鉴 总被引：2，自引：0，他引：2
教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。 相似文献
15.
AVOIDING THE DEMISE OF GEOGRAPHY IN THE UNITED STATES 总被引：1，自引：0，他引：1
This is the second of two articles about challenges that confront geography departments in a changing academic environment. College enrollment trends and tightening budgets are placing geography programs in jeopardy because the discipline is not considered by society to be indispensable. Departmental survival in a period of retrenchment may depend upon successfully demonstrating utility and quality, identifying unfilled niches in individual institutions, developing new interdisciplinary organizational arrangements, or finding ways to strengthen geography's position in governmental definitions of useful academic training. 相似文献
16.
R.J. Johnston 《The Australian geographer》1997,28(1):29-37
Having been invited to contribute an external view of Australian geography, I concluded that such a task was impossible—that geographers elsewhere do not have a general view of Australian geography. I maintain that this is neither surprising nor significant, setting the argument within the context of a discipline fragmented along four major cleavage lines. Because of these cleavages, most geographers (like most other academics) work in small intellectual communities which are necessarily ‘parochial’: as a consequence, the discipline is characterised by a series of parts that do not make a coherent whole. 相似文献
17.
William A. Koelsch 《The Professional geographer》2013,65(1):97-105
This paper reexamines the conventional wisdom concerning the Midwestern origins of American academic geography at the doctoral level. Prosopographic analysis of 34 Ph.D.s awarded in geography between 1893 and 1921 finds that these were largely earned in Eastern universities, and that both Eastern and Midwestern institutions awarding doctorates in the field drew students primarily from the home region. By contrast, prosopographic examination of a second and later group, the faculty and graduate students at Clark University between 1921 and 1946, discloses an interregional pattern of recruitment closely tied to Midwestern institutions. Paradoxically, though sited in an Eastern university, early Clark geography was substantially Midwestern in personnel and program. Further institutional and prosopographic study of the early sites of graduate study is needed to reveal the complexity of American academic geography in its formative period. 相似文献
18.
William A. Koelsch 《The Professional geographer》2001,53(1):97-105
This paper reexamines the conventional wisdom concerning the Midwestern origins of American academic geography at the doctoral level. Prosopographic analysis of 34 Ph.D.s awarded in geography between 1893 and 1921 finds that these were largely earned in Eastern universities, and that both Eastern and Midwestern institutions awarding doctorates in the field drew students primarily from the home region. By contrast, prosopographic examination of a second and later group, the faculty and graduate students at Clark University between 1921 and 1946, discloses an interregional pattern of recruitment closely tied to Midwestern institutions. Paradoxically, though sited in an Eastern university, early Clark geography was substantially Midwestern in personnel and program. Further institutional and prosopographic study of the early sites of graduate study is needed to reveal the complexity of American academic geography in its formative period. 相似文献
19.
As we enter the new millennium, geographers have a momentous opportunity to reflect upon the historical development of our discipline and the academic culture within which it thrives, with the aim of setting out an antiracist agenda. We advocate a fundamental refashioning of the discipline, not simply an extension of its research agenda; for racism, like gender, is not just another item in the lexicon of geographical subjects. The agenda includes, but is not limited to: clarifying relations between racism and law; racism and immigration policy; racism and poverty; and mobilizing racialized groups around policy issues. These items need to be addressed both through scholarship and through activism, as centering geographical practices in the streets rather than in the academy impels not only more effective social change, but also new theoretical understanding of geographies of engagement. Our agenda for antiracist geography also involves three aspects of institutional change: to build up on and extend traditional geographical scholarship; to change the basis of the discipline by extending the principles of antiracism throughout our institutional practices, particularly in the classroom; and to change the face of the discipline by increasing the participation and contributions of geographers of color. 相似文献
20.
Geographers have long been at the forefront of participating in and exploring the intersection of geographic knowledge and community-engaged research. This Focus Section highlights key debates and challenges facing geographers who participate in community-engaged work, explorations of pedagogical and ethical practices, departmental and institutional challenges, and examples of thoughtful applications of geographic knowledge to community-based work. It also seeks to generate knowledge and discussion of how geographers can employ civic engagement to advance geographic learning and enhance the profile of the discipline within and beyond higher education institutions. By focusing on such issues, this collection of articles contributes in vital ways to meet the challenges that higher education institutions face in demonstrating the relevance of academic learning to societal issues. This introduction to the Focus Section reviews the historical context of civic engagement in geography, provides a broad-scale look at the state of civically engaged research in U.S. institutions of higher learning, and highlights the contributions of each of the individual articles included in this Focus Section. 相似文献