The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.

Using 13,584 observations of 4772 undergraduate students enrolled in 523 online classes offered synchronously at a research university in China, and using online-learning platform data and administrative data, this paper examines the impacts of class attendance on academic performance. Based on student-level and course-level fixed effects models with a unique set of student-course level control variables, this paper finds class attendance to have a significantly positive impact on academic performance. This effect is larger for low-performing students and smaller for students in courses with larger class sizes. The above findings survive a number of robustness checks, including a bounding technique, restricting sample to compulsory courses and limiting variation in attendance caused by whole day absence.

随着强基计划的实施与推进，如何从实证层面分析基础学科拔尖创新人才选拔效果成为愈发重要的现实课题。基于强基计划某试点高校2020—2023年四届本科新生调查数据，采用定量为主、质性为辅的方法，从“智”和“志”两个维度比较强基学生与同届同院系高考统招学生的异同。研究发现：从“智”的角度看，强基生的高考成绩显著低于同年级同院系的统招生，但能力素养自评显著高于统招生；从“志”的角度看，理工科院系强基生对专业了解程度更高，文科强基生的专业兴趣显著更低，但整体的学历预期及从事科研工作的意愿皆显著高于统招生。基于上述实证结果，本研究从国家和高校两个层面对拔尖创新人才的选拔提出政策建议。

在线学习的效果一直是学界关注的热点问题，学生的注意力是教学内容得以传达的基本保证之一。在职学生的学情与一般学生存在明显差异，有必要专门探讨。基于针对教师、学生的访谈和课堂录像，运用扎根理论对在职学生在直播、录播、慕课、微课中的注意力现象开展实证研究，提出在职学生在线学习的注意力驱动机制模型。学习动机是在线学习注意力的主要内驱力，任务机制下的师生互动和“自组织”同伴学习等策略是提高学生注意力的核心手段，课程安排、技术平台、教学团队对在线教学有支撑作用。在线学习注意力提升的关键在于对学习动机的激发、对“距离感”的消解、对课程情境的建构。建议参照这些注意力驱动机制，多策并举提升在职学生在线学习的效果。