Suchergebnisse

AbstractYenching University, one of the most influential institutions in Chinese education in the first half of the twentieth century, also was emblematic of Sino-American cultural interchanges. Its development in the late 1910s and the 1920s coincided with a strong upsurge in national sentiment and anti-Christian movements in China. When the Communist victory and the Korean War brought patriotic anti-American feelings to a peak, the university was deeply shaken and was forced to close its doors. Forty years after its closure, Yenching's name still arouses memories and fierce unresolved controversies. Both strong critics and defenders of the school need to include the Yenching experience in any discussion of cultural activities between the United States and China in the twentieth century. Yenching is more than a historical interlude, for the Yenching experience sheds light on issues that may influence the future of educational and cultural interactions in Sino-American relations.

Introduction. Educational development and social change. Documentary and Policy studies. Empirical studies. Historical studies. Comments and discussions

We assess and compare computer science skills among final-year computer science undergraduates (seniors) in four major economic and political powers that produce approximately half of the science, technology, engineering, and mathematics graduates in the world. We find that seniors in the United States substantially outperform seniors in China, India, and Russia by 0.76–0.88 SDs and score comparably with seniors in elite institutions in these countries. Seniors in elite institutions in the United States further outperform seniors in elite institutions in China, India, and Russia by ∼0.85 SDs. The skills advantage of the United States is not because it has a large proportion of high-scoring international students. Finally, males score consistently but only moderately higher (0.16–0.41 SDs) than females within all four countries.