Considere as funções reais de variável real definidas por f(x) = sen(1+ x/2 )π e g(x) = sen(1– x/2 )π.
Se K=f(9).g(9), então, pode-se afirmar corretamente que o valor de K é igual a
Sabe-se que, no sistema solar, os planetas giram em torno do Sol e que a órbita de cada um deles é uma elipse tendo o Sol como um dos focos. O planeta (ou planetoide) Plutão é o mais distante do Sol. No entanto, esta distância não é constante, pois sua órbita é uma elipse. A excentricidade de uma elipse é definida como a divisão do comprimento da distância focal (2c), pelo comprimento do eixo maior (2a) da elipse 2c /2a = c /a . Quanto maior a excentricidade, mais alongada é a elipse. Sabendo que a maior distância de Plutão ao Sol é aproximadamente 7 u.a. e a menor é aproximadamente 4 u.a., é correto dizer que a medida da excentricidade da órbita de Plutão é aproximadamente
u.a. ≡ unidade astronômica
Desejando-se cercar uma área plana na forma de um triângulo cujos vértices estão nos pontos X, Y e Z, ao iniciar a construção da cerca, verificou–se que a localização do ponto Y tinha desaparecido. O mapa indicava que o comprimento do lado XZ era 20 m e o comprimento do lado YZ era 30 m. Além disso, o ângulo (interno ao triângulo) entre ZX e XY era 120 graus. Nestas condições, pode-se afirmar corretamente que o comprimento do lado XY, em metros, é aproximadamente
Se precisar, use o número 49
como valor aproximado de
√2400.
Informações sobre a distribuição territorial da população de um município, estado ou nação são importantes para a formulação de planos governamentais de gestão pública. Atente para os seguintes dados aproximados referentes a um estado brasileiro da Região Nordeste:
I. A população da região metropolitana, incluindo-se a capital, é igual a 3,72 milhões de habitantes.
II. A população da capital corresponde a 80% da população da região metropolitana.
III. A população da região metropolitana corresponde a 40% da população total do estado.
Com base nesses dados, é correto afirmar que a população interiorana do estado, excluindo-se a capital, em milhões de habitantes, é
Em plena Ditadura do Estado Novo, no dia 15 de setembro de 1941, os jangadeiros Manuel Olímpio Meira (Manuel Jacaré), Jerônimo André de Souza (Mestre Jerônimo), Raimundo Correia Lima (Tatá) e Manuel Pereira da Silva (Manuel Preto) empreenderam uma épica viagem de 61 dias, partindo da Praia de Iracema, em Fortaleza, até chegar na cidade do Rio de Janeiro, em uma jangada de seis paus cujo nome era São Pedro. O objetivo dos pescadores era serem recebidos pelo presidente Getúlio Vargas para apresentar-lhe algumas demandas. O fato foi veiculado pela mídia, a ponto de o renomado cineasta estadunidense Orson Welles ter realizado um filme não concluído sobre o evento em 1942. Suas filmagens foram descobertas em 1985 e montadas em um curta metragem intitulado Four men on a Raft (Quatro homens em uma jangada), de 1986, que compõe o documentário É tudo verdade – um filme inacabado de Orson Welles, de 1993.
A finalidade deste notável feito, que teve repercussão nacional e internacional, foi
Atente para o seguinte excerto sobre a reorganização da economia brasileira no período da ditadura cívico-militar:
“O governo militar instituído em 1964 reorganizou a economia do país impondo um modelo em que preponderava o capitalismo selvagem e concentrador de renda, sem os mecanismos da democracia dos países desenvolvidos”.
Antonio Pedro; Lizânias de Souza Lima. História sempre presente, 1. ed. São Paulo: FTD, 2010, p.285. v. 3.
Essa reorganização da economia brasileira ocorreu por meio do
Na segunda metade do século XIX, a Europa iniciou um espetacular processo de expansão territorial que levou à anexação do continente africano e de grandes porções do continente asiático, desencadeando o que o historiador Eric Hobsbawm denominou de a Era dos Impérios. Atente para as seguintes afirmações sobre esse período da História Europeia:
I. A expansão imperialista foi um fenômeno político e econômico que não atingiu a cultura dos países dominados.
II. As ideias de racismo e Darwinismo social que circulavam na Europa no período em questão contribuíram como base ideológica do movimento.
III. A cultura dos países dominados, como Índia e China, fez com que os europeus reconhecessem que esses países orientais tinham uma cultura muito mais antiga e refinada do que a cultura europeia.
IV. Dentre os países da Europa com maior número de colônias encontravam-se a Alemanha, a Inglaterra e a França.
Está correto o que se afirma somente em
Leia com atenção o seguinte texto:
“As projeções indicam diferenças robustas nas características climáticas regionais, e incluem os seguintes incrementos: na temperatura mínima e máxima do ar próximo à superfície para todas as regiões do País; nos extremos de calor, em particular no norte do País, na ocorrência de chuva intensa no Sul e Sudeste do Brasil; e na probabilidade de secas e déficits de chuva em algumas regiões da Amazônia e Nordeste”.
Marengo, J. A., Rodrigues-Filho, S., & Santos, D. V. (2021). Impacts, Vulnerability and Adaptation to Climate change in Brazil. Disponível em: https://periodicos.unb.br/index.php/sust/article/view/35624
Considerando os fatores políticos e socioeconômicos, além dos fatores ambientais como clima, vegetação, solo e recursos hídricos, são apontadas como entraves as relações de vulnerabilidade e adaptação às mudanças climáticas no Brasil. Dentre esses entraves, verifica(m)-se
“Uma rápida e discreta perda da tropicalidade, sobretudo no que diz respeito às temperaturas médias, é a principal característica física do Brasil meridional. Trata-se de uma condicionante climática que tornou possível a ampla e contínua instalação de um domínio de natureza extratropical [...].”
Ab’ Saber, A. N. Os domínios de natureza no Brasil: potencialidades paisagísticas. São Paulo. Ateliê Editorial, 2003. p.101.
O excerto acima faz referência ao domínio morfoclimático brasileiro conhecido como
A primeira teoria atômica descrita por Epicuro (341 a.C. – 271 a.C.) na carta a Heródoto e resgatada por Titus Lucretius Carus (94 a.C. – 50 a.C.) na obra De Rerum Natura (sec. I a.C.) afirma que “alguns corpos são compostos, enquanto outros são elementos de que se compõem os corpos compostos”.
Esses elementos são os átomos, indivisíveis e imutáveis. Alguns séculos depois esse postulado foi admitido por
No que diz respeito às substâncias da célula, escreva V ou F conforme seja verdadeiro ou falso o que se afirma nos itens abaixo.
( ) Os lipídios, conhecidos popularmente como gorduras, são substâncias insolúveis em solventes orgânicos e solúveis em água.
( ) Os aminoácidos se combinam de diversas formas para dar formar às proteínas.
( ) Proteínas simples são formadas por cadeias de aminoácidos ligadas a grupos prostéticos.
( ) Os carboidratos, também chamados de açúcares, são uma importante fonte de energia para as células.
Está correta, de cima para baixo, a seguinte sequência:
Relacione, corretamente, os grupos sanguíneos apresentados a seguir, com seus possíveis genótipos, numerando a Coluna II de acordo com a Coluna I.
Coluna I
1. A
2. B
3. AB
4. O
Coluna II
( ) IBIB ou IBi
( ) IAIA ou IAi
( ) ii
( ) IAIB
A sequência correta, de cima para baixo, é:
O sistema nervoso humano é dividido em sistema nervoso central (SNC) e sistema nervoso periférico (SNP). A respeito das funções desses sistemas, escreva V ou F conforme seja verdadeiro ou falso o que se afirma nos itens abaixo.
( ) O SNP, constituído do encéfalo e da medula espinal, integra e processa as informações que o restante do organismo envia ou recebe.
( ) O SNC é responsável pela elaboração dos pensamentos, das memórias e das emoções.
( ) O SNC é formado por nervos e gânglios, cuja função é manter o fluxo de informações entre o SNP e o restante do corpo.
A sequência correta, de cima para baixo, é:
A série Cobra Kai, transmitida na NETFLIX, mostra uma visão peculiar da filosofia do Karate. Com o lema “Acerte primeiro, bata com força, sem piedade” os alunos de um Dojo (local de treino) evidenciam a influência de um sensei (professor) em impor o seu ponto de vista a respeito da modalidade.
Considerando as boas práticas das Artes Marciais, é correto afirmar que um professor deve
Atente para o seguinte texto:
Apontada como a principal atleta das Olimpíadas de Tóquio e com uma expectativa de conquistar até seis medalhas de ouro, a ginasta Simone Biles trouxe os holofotes para uma questão que humanizou a estrela e que abrange toda a população mundial: a saúde mental. Após ter uma apresentação aquém do esperado no salto por equipes que rendeu uma prata para os Estados Unidos, a norte-americana surpreendeu a todos ao comunicar que não disputaria mais as finais individuais para se preservar e reconectar corpo e mente.
Disponível em https://www.uol.com.br/esporte/olimpiadas/ultimas-noticias/2021/08/09/top-10-momentos-marcantess-de-toquio.htm, acesso em 08 de setembro de 2021.
Considerando o texto acima, é correto inferir que a prática do esporte de alto rendimento
“Os grandes cientistas de Tales a Demócrito e Anaxágoras costumam ser descritos nos livros de história ou de filosofia como ‘pré-socráticos’, como se sua principal função fosse sustentar a fortaleza filosófica até o advento de Sócrates, Platão e Aristóteles, e talvez influenciá-los um pouco. Na verdade, os antigos jônios representam uma tradição diferente e bastante questionadora, muito mais compatível com a ciência moderna.”
SAGAN, Carl. A espinha dorsal da noite. In: Cosmos. Trad. bras. Paulo Seiger. São Paulo: Companhia das Letras, 2017.
É implícita a essa passagem de Carl Sagan (1934- 1996) acerca do surgimento e da história da filosofia grega a visão de que
“A teologia, para mim, é uma grandeza cultural na história da cultura do Ocidente. Creio que é uma grandeza constitutiva da tradição, sobretudo, filosófica: o termo ‘teologia’ nasceu da filosofia, é um termo criado por Platão. [...] Quando a filosofia ultrapassa o domínio daquilo que, de alguma maneira, é diretamente acessível à experiência e controlado por ela, entra neste domínio que Platão chama de ‘suprassensível’, inteligível, ou como quer que seja. Este é, para mim, um domínio no qual o problema teológico se apresenta inevitavelmente, porque se apresenta o problema da ordem das realidades e toda ordem supõe um princípio ordenador, tornando-se então, de alguma maneira, uma teologia.”
VAZ, Henrique Claudio de Lima. Filosofia e forma da ação.
Entrevista a Cadernos de filosofia alemã, 2, p. 77-102, 1997.
Na passagem acima citada, o filósofo brasileiro H. C. de Lima Vaz (1921-2002) apresenta uma interpretação do pensamento filosófico como uma teologia. Recorrendo à filosofia de Platão para explicar essa sua interpretação, ele termina por nos oferecer uma interpretação da própria teoria platônica das ideias, que seria uma espécie de teologia, porque
Leia com atenção o seguinte diálogo entre Galileu e o garoto Andrea, personagens da peça Vida de Galileu (1938-39), do dramaturgo alemão Bertolt Brecht (1898-1956):
“GALILEU – Você entendeu o que eu lhe expliquei ontem?
ANDREA – O quê? Aquela história de Copérnico e da rotação da Terra?
GALILEU – É.
ANDREA – Por que o senhor quer que eu entenda? É muito difícil, e eu ainda não fiz onze anos, vou fazer em outubro.
GALILEU – Mas eu quero que você entenda. É para que se entendam essas coisas que eu trabalho e compro livros caros em vez de pagar o leiteiro.
ANDREA – Mas eu vejo que o Sol de noite não está onde estava de manhã. Quer dizer que ele não pode ficar parado! Nunca, jamais...
GALILEU – Você vê?! O que você vê? Você não vê nada! Você arregala os olhos, mas arregalar os olhos não é ver.
Galileu põe a bacia de ferro no centro do quarto e diz:
GALILEU – Bem, isto é o Sol (aponta para a bacia).
Sente-se aí (aponta para a cadeira).
Andrea se senta na única cadeira, tendo a bacia à sua esquerda; Galileu fica de pé, atrás dele, e pergunta:
GALILEU – Onde está o Sol, à direita ou à esquerda?
ANDREA – À esquerda.
GALILEU – Como fazer para ele passar para a direita?
ANDREA – O senhor carrega a bacia para a direita, claro.
GALILEU – E não tem outro jeito?
Galileu levanta Andrea e a cadeira do chão, coloca-os do outro lado da bacia e pergunta:
GALILEU – Agora, onde está o Sol?
ANDREA – À direita.
GALILEU – E ele se moveu?
ANDREA – Ele, não.
GALILEU – O que é que se moveu?
ANDREA – Eu.
GALILEU (gritando) – Errado, seu desatencioso! A cadeira! A cadeira se moveu!
ANDREA – Mas eu com ela!
GALILEU – Claro, a cadeira é a Terra. Você está em cima dela.”
BRECHT, B. A vida de Galileu. Trad. Roberto Schwartz. In: Bertolt Brecht. Teatro completo, vol. 6.– 3ª ed. Rio de Janeiro: Paz e Terra, 1991. Adaptado.
Com base no diálogo acima, é correto afirmar que, para o personagem Galileu, para compreender os fenômenos astronômicos acima discutidos,
Entre 16 e 18 de setembro de 1982, ocorreu um massacre de palestinos e libaneses em dois campos de refugiados situados a Oeste de Beirute (capital do Líbano), chamados Sabra e Chatila. Na época, o Líbano estava sob ocupação israelense. Em 22 de setembro do mesmo ano, o filósofo judeu brasileiro Maurício Tragtenberg (1929-1998) publicou um artigo de opinião em que afirma:
“Deu-se o massacre dos palestinos dos campos de Sabra e Chatila por obra dos assassinos chefiados por Cel. Haddad, com conivência e participação [do Exército de Israel], isso após a morte do traficante de haxixe [Bashir] Gemayel, novo ‘Quisling’ [traidor] imposto pelas tropas de ocupação. Por tudo isso, ser fiel à tradição judaica é condenar mais este genocídio praticado contra o povo palestino. É necessário acabar de vez com o etnocentrismo que toma a forma de judeu-centrismo, onde o massacre de judeus brancos por brancos europeus tem um status diferente do massacre dos armênios pelos turcos, dos negros africanos pelos traficantes de escravos, dos chineses na Indonésia. Assim, Auschwitz é elevado a potência metafísica. Sou um dos últimos a minimizar as atrocidades cometidas em Auschwitz, porém, as lágrimas de outros povos não contam?”
TRAGTENBERG, M. Menachem Begin visto por Einstein, H.
Arendt e N. Goldman. Folha de São Paulo, 22/09/1982.
Acerca do conceito moderno dos direitos humanos, é implícito à concepção de M. Tragtenberg que
Neste ano, comemoramos o centenário de nascimento do Patrono da Educação Brasileira, o Professor Paulo Freire (1921-1997). Atente para a seguinte passagem de sua autoria:
“[...] a educação é uma forma de intervenção no mundo [...], que além do conhecimento dos conteúdos bem ou mal ensinados e/ou aprendidos implica tanto o esforço de reprodução da ideologia dominante quanto seu desmascaramento. [...] não poderia ser a educação só uma ou só outra dessas coisas. [...] É um erro decretá-la como tarefa apenas reprodutora da ideologia dominante como erro tomá-la como uma força de desocultação da realidade, a atuar livremente, sem obstáculos e duras dificuldades”.
FREIRE, Paulo. Pedagogia da autonomia: Saberes necessários
à prática educativa. São Paulo: Paz e Terra, 1996, p. 98-99. – Adaptado.
No texto acima, o fato de a educação ser concebida
como uma prática que une em si reprodução e
desmascaramento da ideologia dominante,
filosoficamente, manifesta uma
Thomas Hobbes (1588-1679) é considerado, ao lado de John Locke (1632-1704) e Jean-Jacques Rousseau (1712-1778), como um “contratualista”. O contratualismo é uma teoria social e política desenvolvida por esses pensadores e que aponta, de forma geral, o nascimento das sociedades ou do convívio social humano a partir da passagem de um “estado de natureza” para o “mundo social”. Em síntese, os primeiros grupos humanos, para poderem conviver, tiveram que reprimir sua “animalidade” ou “natureza humana” fazendo “pactos” ou “contratos” a fim de se preservarem mutuamente e conviverem. Para Hobbes, especificamente, essa “natureza humana” faz com que os seres humanos vivam em constante guerra de uns contra os outros. E, para findar tal estado de “conflito natural”, é preciso que exista um “poder soberano” que mantenha todos em respeito mútuo.
No que diz respeito à perspectiva contratualista de Thomas Hobbes, assinale a afirmação verdadeira.
A globalização é um fenômeno impulsionado e intensificado pela expansão da economia capitalista pelo mundo nas últimas décadas do século XX. Este fenômeno teve e tem muitas consequências, como a abertura das fronteiras nacionais para a economia mundial, e coloca em pauta o papel da rede de proteção social dos Estados para as suas populações. O Fundo Monetário Internacional (FMI), nos anos 1990, por exemplo, recomendou, como medidas para que um país fosse atrativo para a economia mundial, que fossem adotadas políticas de austeridade fiscal no balanço das contas públicas e isto fez com que ocorressem muitas privatizações de setores econômicos estratégicos, como os de fornecimento de água e esgoto, energia elétrica e telecomunicações. Mas, sabe-se que existem outras consequências promovidas pelo fenômeno da globalização econômica.
Considerando outras consequências da globalização econômica, assinale a afirmação verdadeira.
O tema gênero e sexualidade, atualmente, é mote de muitos debates acalorados e polêmicos na sociedade brasileira. Porém, é forçoso reconhecer a pertinência desses debates a favor de mais inclusão social para o convívio em uma sociedade que deve prezar por valores democráticos como os das liberdades individuais. Em tempo, partindo de uma compreensão geral das ciências sociais, gênero e sexualidade são produtos da relação entre a subjetividade individual (algo que é de cada pessoa) e a cultura (questão coletiva). Assim, o “ser homem”, o “ser mulher” e as orientações sexuais passam pelo crivo intrincado de decisões pessoais e socioculturais. E essa perspectiva das ciências sociais em torno do tema aponta para o melhor convívio nas democracias contemporâneas.
Assim, considerando o tema gênero e sexualidade nas ciências sociais, avalie as proposições a seguir:
I. A sigla LGBTQIA+ procura representar, da forma mais inclusiva possível, os diferentes modos de ser e de se orientar pelo gênero e sexualidade.
II. As livres expressões da sexualidade causam prejuízos para a liberdade sexual de todos aqueles que não se enquadram nessas formas indefinidas de gênero.
III. Nem a cultura nem questões psicológicas conseguem mudar o fato biológico natural que distingue o que significa ser do sexo masculino ou do sexo feminino.
IV. A sociodiversidade de gêneros e de orientações sexuais ainda hoje enfrenta os males dos preconceitos que julgam como anormais as pessoas não heterossexuais.
Está correto o que se afirma somente em
Atente para o seguinte trecho a respeito de estado democrático e estado liberal:
“...o estado liberal é o pressuposto não só histórico, mas jurídico do estado democrático. Estado liberal e estado democrático são interdependentes em dois modos: na direção que vai do liberalismo à democracia, no sentido de que são necessárias certas liberdades para o exercício correto do poder democrático, e na direção oposta que vai da democracia ao liberalismo, no sentido de que é necessário o poder democrático para garantir a existência e a persistência das liberdades fundamentais. Em outras palavras: é pouco provável que um estado não liberal possa assegurar um correto funcionamento da democracia, e de outra parte é pouco provável que um estado não democrático seja capaz de garantir as liberdades fundamentais. A prova histórica desta interdependência está no fato de que um estado liberal e um estado democrático, quando caem, caem juntos”.
BOBBIO, Norberto. O Futuro da Democracia: uma defesa das regras do jogo. 6ª ed. Rio de Janeiro: Paz e Terra, 1986.
Considerando o que diz Bobbio sobre a interdependência entre o “estado democrático” e o “estado liberal”, é correto dizer que
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
The text mentions a strategy of discrimination in some colleges in the process of admitting women in order to
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021
T E X T
Men Fall Behind in College Enrollment.
Women Still Play Catch-Up at Work.
The coronavirus upended the lives of millions of college students. The Wall Street Journal reported this week that men have been hit particularly hard — accounting for roughly three-fourths of pandemic-driven dropouts — and depicted an accelerating crisis in male enrollment.
A closer look at historical trends and the labor market reveals a more complex picture, one in which women keep playing catch-up in an economy structured to favor men.
In many ways, the college gender imbalance is not new. Women have outnumbered men on campus since the late 1970s. The ratio of female to male undergraduates increased much more from 1970 to 1980 than from 1980 to the present. And the numbers haven’t changed much in recent decades. In 1992, 55 percent of college students were women. By 2019, the number had nudged up to 57.4 percent.
While the shift in the college gender ratio is often characterized as men “falling behind,” men are actually more likely to go to college today than they were when they were the majority, many decades ago. In 1970, 32 percent of men 18 to 24 were enrolled in college, a level that was most likely inflated by the opportunity to avoid being drafted into the Vietnam War. That percentage dropped to 24 percent in 1978 and then steadily grew to a stable 37 percent to 39 percent over the last decade.
The gender ratio mostly changed because female enrollment increased even faster, more than doubling over the last half-century.
Because of the change in ratio, some selective colleges discriminate against women in admissions to maintain a gender balance, as The Journal reported. Generally, admissions officials prefer to limit the disparity to 55 percent female and 45 percent male. Their reason not to let the gender ratio drift further toward 2 to 1 is straightforward: Such a ratio would most likely cause a decrease in applications.
In a New York Times essay in 2006 titled “To All the Girls I’ve Rejected,” the dean of admissions at Kenyon College at the time explained: “Beyond the availability of dance partners for the winter formal, gender balance matters in ways both large and small on a residential college campus. Once you become decidedly female in enrollment, fewer males and, as it turns out, fewer females find your campus attractive.”
The raw numbers don’t take into account the varying value of college degrees. Men still dominate in fields like technology and engineering, which offer some of the highest salaries for recent graduates. Perhaps not coincidentally, the professors in those fields remain overwhelmingly male.
Women surged into college because they were able to, but also because many had to. There are still some good-paying jobs available to men without college credentials. There are relatively few for such women. And despite the considerable cost in time and money of earning a degree, many female-dominated jobs don’t pay well.
The fact that the male-female wage gap remains large after more than four decades in which women outnumbered men in college strongly suggests that college alone offers a narrow view of opportunity. Women often seem stuck in place: As they overcome obstacles and use their degrees to move into male-dominated fields, the fields offer less pay in return.
None of this diminishes the significance of the male decrease in college enrollment and graduation. Educators view the male-driven dive in community college enrollment over the last 18 months as a calamity. The pandemic confirmed what was already known. Higher socioeconomic classes are deeply embedded in college and will bear considerable cost and inconvenience to stay there, even if it means watching lectures on a laptop in the room above your parent’s garage and missing a season of parties and football games.
For other people, college attendance is far more fragile. It does not define their identities and is not as important as earning a steady paycheck or starting and nurturing a family. In a time of crisis, it can be delayed — but the reality is that people who drop out of college are statistically unlikely to complete a degree.
Last year, women were less likely than men to leave community college, despite their disproportionate responsibility for caregiving and domestic work, because they no doubt understood the bleak long-term job prospects for women without a credential.
www.nytimes.com/Sept.9,2021