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Thematische Bibliographien / Gender bias and school

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Auswahl der wissenschaftlichen Literatur zum Thema „Gender bias and school“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Gender bias and school"

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Horn, Kathryn V. „Gender Bias in Academic Medicine“. Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, Nr. 1 (2014): 97–99. http://dx.doi.org/10.5005/jp-journals-10009-1342.

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ABSTRACT While more women graduate from medical school, there is still unequal representation of women in academic medicine, especially in the senior levels of academia. Gender bias is a strong reason women leave academic medicine. Disparities in salary and promotion, conscious and unconscious bias and institutional policies create a culture that does not favor their recruitment and retention. This article reviews literature that describes the problem and potential solutions to individuals, departments and institutions. How to cite this article Horn KV. Gender Bias in Academic Medicine. Donald School J Ultrasound Obstet Gynecol 2014; 8(1):97-99.

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Shmurak, Carole B., und Thomas M. Ratliff. „Gender Equity and Gender Bias in the Middle School Classroom“. Research in Middle Level Education 17, Nr. 2 (Mai 1994): 47–66. http://dx.doi.org/10.1080/10825541.1994.11670031.

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Berg, Petter, Ola Palmgren und Björn Tyrefors. „Gender grading bias in junior high school mathematics“. Applied Economics Letters 27, Nr. 11 (31.07.2019): 915–19. http://dx.doi.org/10.1080/13504851.2019.1646862.

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Shmurak, Carole B., und Thomas M. Ratliff. „Gender Equity and Gender Bias: Issues for the Middle School Teacher“. Middle School Journal 25, Nr. 5 (Mai 1994): 63–66. http://dx.doi.org/10.1080/00940771.1994.11495227.

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Bataineh, Adnan. „Analysis of Gender Bias in Two Arabic Language Textbooks - Grade 1“. International Journal of Linguistics, Literature and Translation 3, Nr. 12 (30.12.2020): 181–86. http://dx.doi.org/10.32996/ijllt.2020.3.12.22.

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The purpose of this study is to examine the presence/absence of gender bias in the first-grade Arabic language school textbooks used at public schools in the Sultanate of Oman. Content analysis is used to analyze the following four categories: gender illustrations, gender roles, gender firstness, gender nouns, and gender names. In general, the study results have shown that gender bias against females is still ingrained in the first-grade Arabic language textbooks. The results have indicated that first-grade school textbook did not exhibit a balanced representation of gender in terms of gender illustrations, gender roles, gender firstness, and gender nouns. In addition, male gender roles were traditional and varied whereas female gender roles were traditional. The only category that exhibited a balanced gender representation of males and females was gender nouns. In the light of these results, some recommendations have been made.

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Giacomini, M., P. Rozée-Koker und F. Pepitone-Arreola-Rockwell. „Gender Bias in Human Anatomy Textbook Illustrations“. Psychology of Women Quarterly 10, Nr. 4 (Dezember 1986): 413–20. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00765.x.

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The hypothesis that female and male bodies are equally represented in human anatomy text illustrations was tested to determine whether medical students are shown both females and males as possessing equally important and normal bodies in medical school instructional material. All anatomy texts currently in use in a major western medical school (N = 8) were surveyed. In text sections dealing with standard (non-gender-specific) anatomy, male subjects were shown in 64% of the illustrations in which gender was discernable, females were shown in 11%, and gender-neutral or equal representations were shown in 25%. Females and males were found to be represented approximately equally in chapters on urogenital (gender-specific) anatomy (45% female, 48% male, 7% neutral or equal representation). The implications of these findings for the perpetuation of sexist attitudes in the medical profession are discussed.

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Selinaswati, Selinaswati. „LIMITED GENDER KNOWLEDGE OF ELEMENTARY SCHOOL’S TEACHERS :A CASE STUDY OF 20 TEACHERS OF SDN 28 DAN 43 RAWANG TIMUR PADANG, WEST SUMATERA“. HUMANISMA : Journal of Gender Studies 2, Nr. 2 (02.01.2019): 77. http://dx.doi.org/10.30983/jh.v2i2.533.

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<p><em>This research aims to describe the lack of gender knowledge of 20 teachers in two primary schools in Padang. It is assumed that teachers in primary schools are important to have gender knowledge. This is because primary schools is the basic education for pupils in building their character and constructing their mindset, especially mindset with gender awareness and gender sensitivity attitude. Thus teachers without gender bias and lack of gender knowledge plays an important role for widely spread the gender sensitivity and gender awareness in order to fight the bias gender and discrimination against women. The research takes qualitative method by using in-depth interview and distribute questioner toward 20 teachers in 2 primary schools. The result showed that most teacher in these two primary schools have lack of knowledge about gender concept and kind of difficult to make different among the definition of sex and gender concept. This lack of knowledge to some extent affected the learning process with several gender biases in facing their pupils in the school activities. It is recommended in increasing the socialization process of gender knowledge around primary school’s teachers.</em></p><p>Penelitian ini bertujuan untuk mendeskripsikan kurangnya pengetahuan gender dari 20 guru di dua sekolah dasar di Padang. Diasumsikan bahwa guru di sekolah dasar penting untuk memiliki pengetahuan gender. Ini karena sekolah dasar adalah pendidikan dasar bagi siswa dalam membangun karakter mereka dan membangun pola pikir mereka, terutama pola pikir dengan kesadaran gender dan sikap sensitivitas gender. Jadi guru tanpa bias gender dan kurangnya pengetahuan gender memainkan peran penting untuk menyebarkan kepekaan gender dan kesadaran gender secara luas untuk melawan bias gender dan diskriminasi terhadap perempuan. Penelitian ini menggunakan metode kualitatif dengan menggunakan wawancara mendalam dan mendistribusikan kuesioner kepada 20 guru di 2 sekolah dasar. Hasil penelitian menunjukkan bahwa sebagian besar guru di kedua sekolah dasar ini kurang memiliki pengetahuan tentang konsep gender dan agak sulit untuk membedakan antara definisi jenis kelamin dan konsep gender. Kurangnya pengetahuan sampai batas tertentu mempengaruhi proses pembelajaran dengan beberapa bias gender dalam menghadapi murid-murid mereka dalam kegiatan sekolah. Disarankan dalam meningkatkan proses sosialisasi pengetahuan gender di sekitar guru sekolah dasar.</p><p><strong><em>Keyword: </em></strong><em>Gender, knowledge, elementary school.</em></p>

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Nashriyah, Rizka Maulida, Yuni Setia Ningsih und Yunisrina Qismullah Yusuf. „ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH“. Humanities & Social Sciences Reviews 8, Nr. 3 (08.05.2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.

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Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia. Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation. Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues. Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning. Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.

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Nashriyah, Nashriyah, und Dini Khairul. „ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES“. Gender Equality: International Journal of Child and Gender Studies 4, Nr. 2 (12.09.2018): 1. http://dx.doi.org/10.22373/equality.v4i2.4531.

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Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.

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Emerson, Patrick M., und André Portela Souza. „Child Labor, School Attendance, and Intrahousehold Gender Bias in Brazil“. World Bank Economic Review 21, Nr. 2 (01.01.2007): 301–16. http://dx.doi.org/10.1093/wber/lhm001.

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Dissertationen zum Thema "Gender bias and school"

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Kingman, Lo Ip-shan Alice. „Hong Kong secondary school women principals : a study of gender bias /“. Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.

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Kingman, Lo Ip-shan Alice, und 盧業珊. „Hong Kong secondary school women principals: a study of gender bias“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.

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Slater, Lori Melissa. „GENDER BIAS IN ELEMENTARY SCHOOLS: AN EXAMINATION OF TEACHER ATTITUDES“. Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060223693.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2003.
Title from first page of PDF document. Document formatted into pages; contains v, 31 p. Includes bibliographical references (p. 23-25).

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Abraham, Mabel Lana Botelho. „Understanding the conditions of bias : essays on gender differences in evaluation outcomes across three empirical contexts“. Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/98608.

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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, June 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 147-164).
This dissertation contributes to our understanding of when and how gender is incorporated into the evaluation of individuals, leading to unequal outcomes for similar men and women. Prior research has shown that because ascriptive characteristics, such as gender, are associated with widely-held performance expectations, evaluators often rely on gender as an indicator of quality, particularly when quality is uncertain or indeterminate. Whereas existing research has importantly documented that gender differences in evaluation outcomes exist, this dissertation shifts the focus to uncovering the conditions under which this is the case as well as the underlying mechanisms driving these observed gender differences. Specifically, the three papers in this dissertation contribute to our understanding of the evaluative mechanisms perpetuating gender inequality by answering the following overarching research question: Under what conditions and how do evaluation processes lead to different outcomes for comparable men and women, particularly when more relevant indicators of quality are available to evaluators? I draw on data from three distinct empirical contexts to examine when and how evaluations of similar men and women vary within social networks, a financial market setting, and an organization. I pay particular attention to the often levied criticism of gender inequality research, namely failure to adequately account for underlying quality or performance differences. I show that the gender of the evaluatee, or the individual being evaluated, plays a role beyond serving as a proxy for missing quality information and that male and female evaluators incorporate gender differently under certain conditions.
by Mabel Lana Botelho Abraham.
Ph. D.

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Halley, Kimberly Krystine. „Code Switching: A Tool Leveraged by Female Superintendents to Overcome Gender Bias“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592638383925545.

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Green, Sharin Palladino. „An Examination Of Gender Bias In Requests For Assistance For Students With Academic And Behavioral Concerns“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1149450284.

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Nixon, Wall Audrey. „Gender-bias in literature within the high school English curriculum : a study of novels used in the Lakeshore School Board“. Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61139.

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It seems self-evident that novels and other literary forms profoundly influence the way we think, feel and learn about society. However, while a number of studies have acknowledged the importance of textbooks used within the school curriculum, few have examined novels that are studied within the high school English program. Thus this thesis focuses on gender-bias found in a study of 21 novels identified as those most commonly used in the high schools of the Lakeshore School Board. The results show significant gender imbalance in all categories: the number of female authors, characters, voices, and perspectives. The recommendations that arise from this study are (1) that English teachers be aware of the issue of gender bias when they select novels for their students. (2) that strategies be developed in the classroom to address gender-bias in literature, and (3) that a balanced literature curriculum be developed.

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Buxton, Amy N. „Spiders or Butterflies? Despite Student Preference, Gender-Biased Lesson Models Do Not Impact Interest, Attitude, and Learning in Biology“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5645.

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Educational research often emphasizes the prevalent gender gap between males and females in science, technology, engineering, and mathematics (STEM) fields. While many studies have found a gender bias when it comes to specific areas of science, little has been done to analyze the effects of how we teach within each of these subjects. In our study, we took a new angle on gender research by specifically considering whether there is a gender gap in how the models (the specific lesson examples/content used to teach a broader biology topic) used to teach biology affect student interest, attitude, and learning. We first created and distributed a survey to kindergarten through sixth grade students to see whether a gender bias concerning lesson models exists, when that gap is most prevalent, and which models exhibit the bias. Based on the findings of that survey, we then created four sets of parallel lesson plans teaching broad topics using juxtaposing lesson models, one of male interest and one of female interest. We designed instruments to measure whether lesson model or presenter gender impacted student interest, attitude, and learning. Our findings show that students do indeed indicate a preference to learn using certain lesson models, but that the lesson model and presenter gender do not impact student interest, attitude, or learning during an active learning biology presentation.

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Galitis, Ingrid. „A case study of gifted education in an Australian primary school : teacher attitudes, professional discourses and gender /“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5260.

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This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995.
The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault.
Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male.
This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.

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Ward, Helen. „The "adequacy of their attention": gender-bias & the introductory law course in Australian law schools /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09LM/09lmw258.pdf.

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Bücher zum Thema "Gender bias and school"

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Ryding, J. P. An investigation into gender bias in the infant school. London: Polytechnic of East London, 1990.

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Myra, Sadker, Zittleman Karen und Sadker Myra, Hrsg. Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. New York: Scribner, 2009.

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Smiley, Mary Patricia. Does gender bias in primary school textbooks affect girls' educational achievement in the Gambia: An assessment of the contributing factors. London: LCP, 2004.

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Partini. Bias gender dalam birokrasi. Sleman, Yogyakarta: Tiara Wacana, 2013.

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Montgomery, Diane. Dyslexia and Gender Bias. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429030130.

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Muthaliʼin, Achmad. Bias gender dalam pendidikan. Pabelan, Surakarta: Muhammadiyah University Press, 2001.

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Gender bias in co-operatives. New Delhi: Dominant Publishers and Distributors, 2005.

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Gilbeau, Robert J. Gender bias in the Navy. Monterey, California: Naval Postgraduate School, 1993.

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Burton, Clare. Gender bias in job evaluation. Canberra: Australian Government Publishing Service, 1988.

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Widyatama, Rendra. Bias gender dalam iklan televisi. Yogyakarta: Media Presindo, 2006.

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Buchteile zum Thema "Gender bias and school"

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Yu, Georgia. „Gender Bias“. In Encyclopedia of Cross-Cultural School Psychology, 471–76. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_180.

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Coleman, Elaine. „IT Teaching in Schools — Gender Bias in the Secondary school“. In Workshops in Computing, 96–99. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-3875-4_16.

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Ling, Mei-Teng, und Vincent Pang. „Accessing Gender Bias in Malaysian Secondary School Students’ Leadership Inventory (M3SLI)“. In Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings, 141–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1687-5_9.

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Fairholm, Ian. „Gender Bias“. In Issues, Debates and Approaches in Psychology, 121–34. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36368-7_6.

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Marwick, Thomas H., und Jonathan Chan. „Gender Bias“. In Coronary Disease in Women, 351–69. Totowa, NJ: Humana Press, 2004. http://dx.doi.org/10.1007/978-1-59259-645-4_22.

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Hansen, Kim. „Gender Bias“. In Decision Making in Emergency Medicine, 167–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0143-9_27.

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Denmark, Florence L., und Deborah Williams. „Gender Bias, Overview“. In Encyclopedia of Critical Psychology, 761–62. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_430.

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Healy, Geraldine, Marco Peruzzi und Magdalena Półtorak. „Avoiding gender bias“. In The Gender Pay Gap and Social Partnership in Europe, 114–44. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315184715-6.

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Nixon, Lucia. „Gender Bias in Archaeology“. In Women in Ancient Societies, 1–23. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-23336-6_1.

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Misa, Thomas J. „Gender Bias in Computing“. In Historical Studies in Computing, Information, and Society, 115–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18955-6_6.

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Konferenzberichte zum Thema "Gender bias and school"

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Fitriana, Rahma. „An Analysis of Gender Bias in Junior High School EFL Textbooks Issued by Indonesian Government“. In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.67.

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Hughes, Michael. „Constructing Interior Design Pedagogy“. In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.26.

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This paper explores the nascent state of hands-on pedagogy within interior design education with regard to the impact of design-build precedents native to architectural curricula, as well as the challenges imposed by conventional assumptions linked to intellectual hierarchies and gender bias. Two primary models are emerging: Objects and the, less common, Augmentation. These methods will be discussed and illustrated with examples drawn from schools in North America and the Middle East. Taken together the methods and projects structure an evolving taxonomy for pedagogies of making in interior design.

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Zhou, Pei, Weijia Shi, Jieyu Zhao, Kuan-Hao Huang, Muhao Chen, Ryan Cotterell und Kai-Wei Chang. „Examining Gender Bias in Languages with Grammatical Gender“. In Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-1531.

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Ferreira, Eduarda. „Gender and ICT: School and gender stereotypes“. In 2017 International Symposium on Computers in Education (SIIE). IEEE, 2017. http://dx.doi.org/10.1109/siie.2017.8259672.

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Rudinger, Rachel, Jason Naradowsky, Brian Leonard und Benjamin Van Durme. „Gender Bias in Coreference Resolution“. In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, Volume 2 (Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-2002.

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Leavy, Susan. „Gender bias in artificial intelligence“. In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195570.3195580.

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Dinan, Emily, Angela Fan, Ledell Wu, Jason Weston, Douwe Kiela und Adina Williams. „Multi-Dimensional Gender Bias Classification“. In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.23.

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Nivatnuwong, Mr Montree. „Gender: Curriculum Development for Gender Equity in School“. In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.34.

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Chaloner, Kaytlin, und Alfredo Maldonado. „Measuring Gender Bias in Word Embeddings across Domains and Discovering New Gender Bias Word Categories“. In Proceedings of the First Workshop on Gender Bias in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-3804.

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Cho, Won Ik, Ji Won Kim, Seok Min Kim und Nam Soo Kim. „On Measuring Gender Bias in Translation of Gender-neutral Pronouns“. In Proceedings of the First Workshop on Gender Bias in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-3824.

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Berichte der Organisationen zum Thema "Gender bias and school"

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Punjabi, Maitri, Julianne Norman, Lauren Edwards und Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, März 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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Annotation:

School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

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Crowell, Robin. Gender Bias and the Evaluation of Players: Voice and Gender in Narrated Gameplay Videos. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3150.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth und Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, Januar 2016. http://dx.doi.org/10.3386/w21908.

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Card, David, und A. Abigail Payne. High School Choices and the Gender Gap in STEM. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23769.

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Lavy, Victor, und Analía Schlosser. Mechanisms and Impacts of Gender Peer Effects at School. Cambridge, MA: National Bureau of Economic Research, August 2007. http://dx.doi.org/10.3386/w13292.

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Evans, Jasmine, Amanda Koepke, Steven P. Lund und Mary F. Theofanos. Examining Recent HR Data for Gender Bias Among Federal Employees at NIST. National Institute of Standards and Technology, März 2021. http://dx.doi.org/10.6028/nist.ir.8363.

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Hayes, Kathryn. Gender Complex Curriculum for the Portland Public School District: Proposal. Portland State University Library, Januar 2014. http://dx.doi.org/10.15760/honors.98.

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8

Bassi, Marina, Rae Lesser Blumberg und Mercedes Mateo Díaz. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, Mai 2016. http://dx.doi.org/10.18235/0000446.

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9

Ciudad, Pablo, Beatriz Fernández und Ana Belén Guisado. Gender bias in clinical trials of biological agents for severe asthma: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Januar 2021. http://dx.doi.org/10.37766/inplasy2021.1.0020.

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Al-Nassir, Fawzi, Eric Falk, Owen Hung, Shoshana Magazine, Timothy Markheim, Phil Masui, David McGrath und Jeffrey Schneider. 2012 Workplace and Gender Relations Survey of Active Duty Members: Nonresponse Bias Analysis Report. Fort Belvoir, VA: Defense Technical Information Center, Januar 2014. http://dx.doi.org/10.21236/ada593110.

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