Thematische Bibliographien / Gender identity in education

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Auswahl der wissenschaftlichen Literatur zum Thema „Gender identity in education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Gender identity in education"

de Leo, Daniela, und Gabriella Armenise. „Children’s literature in Latin America: Gender identity in the education.“ Revista Internacional de Culturas y Literaturas, Nr. 25 (2022): 108–30. http://dx.doi.org/10.12795/ricl2022.i25.08.

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This essay explores the notion of gender identity as a dynamic process, modelled by socio-cultural relationships, in the context of education in Latin America. The historical construction of schooling in recent decades is discussed through some documents of UNESCO. As an example of gender inequality within educational proposals, some texts from children’s literature will be analysed to highlight the gender stereotypes that still exist in the editorial industry today.

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Rasmussen, Mary Lou. „Beyond gender identity?“ Gender and Education 21, Nr. 4 (09.06.2009): 431–47. http://dx.doi.org/10.1080/09540250802473958.

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North, Connie E. „ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference“. Equity & Excellence in Education 43, Nr. 3 (10.08.2010): 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.

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Yates, S. J. „Gender, identity and CMC“. Journal of Computer Assisted Learning 13, Nr. 4 (Dezember 1997): 281–90. http://dx.doi.org/10.1046/j.1365-2729.1997.00031.x.

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Trauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier und Jill Findeis. „Agricultural education: Gender identity and knowledge exchange“. Journal of Rural Studies 24, Nr. 4 (Oktober 2008): 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.

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Omokhodion, Julia Otibhor. „Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria“. Ekistics and The New Habitat 73, Nr. 436-441 (01.12.2006): 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.

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The author, holder of a Bachelor's degree in Sociology, a Masters'degree in Education Sociology, both from the University of Lagos, Nigeria, and a Ph.D in Sociology of Education from the University of Birmingham, England, is currently an Associate Professor of Sociology of Education at Lagos State University, and an Adjunct Professorat Union Institute and University Graduate College, Cincinnati, Ohio,USA. She has over 40 publications (national and international) which include journal articles, book chapters, monographs, text books and commissioned empirical research reports. Dr Omokhodion is an external examiner to some Nigerian universities, a consultant to UNICEF, UNESCO and UNDP, Nigeria Country Offices, Federal Ministry of Education, National Commission for Mass Literacy, Adult and Non-Formal education, and does accreditation of Courses for Nigerian Colleges of Education. She is currently working on an expanded version of her book on the Sociology of Esan, Edo State, Nigeria and on another book on The Sociology of African Families. Dr Omokhodion is a member of the World Society for Ekistics. The text that follows is a slightly revised and edited version of a paper presented at the international symposion on "Globalization and LocalIdentity," organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September 2005.

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Kessels, Ursula, Anke Heyder, Martin Latsch und Bettina Hannover. „How gender differences in academic engagement relate to students’ gender identity“. Educational Research 56, Nr. 2 (03.04.2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.

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McGeown, Sarah P., und Amy Warhurst. „Sex differences in education: exploring children’s gender identity“. Educational Psychology 40, Nr. 1 (17.07.2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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Al Baqi, Safiruddin. „How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood“. JPUD - Jurnal Pendidikan Usia Dini 17, Nr. 1 (30.04.2023): 108–19. http://dx.doi.org/10.21009/jpud.171.08.

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The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions. Keywords: early childhood; gender identity; teacher gender References: Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309 Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58. Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293 Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134. Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529 Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US. Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276 Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32 Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten). Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465 Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812 Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667 Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32. Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295. Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61. Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038 Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104 Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill. Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April). Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020 Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203. VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1 Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2

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Huttunen, Jouko. „Father's Impact on Son's Gender Role Identity“. Scandinavian Journal of Educational Research 36, Nr. 4 (Januar 1992): 251–60. http://dx.doi.org/10.1080/0031383920360401.

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Dissertationen zum Thema "Gender identity in education"

Novotny, Bethany A. „Understanding the Fluidity of Gender Identity and Sexual Identity Formation“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.

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Counselors must have innovative knowledge and approaches regarding the multidimensional aspects of sexuality and gender identity. This session provides an overview of the five dimensions continuum model of biology, gender identity, gender expression, sexual/affectional orientation and sexual behavior. A case study is provided as an example of using the model with clients. The presentation will focus on the application of this multilayered approach in conceptualizing clients who identify as a sexual minority.

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Merrill, Barbara. „Gender, identity and change : mature women students in universities“. Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

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Cor, Deanna N. „Gender Identity Counselor Competency Scale| A Validation Study“. Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076470.

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Gender Identity Counselor Competency Scale: A Validation Study The purpose of the current study was to explore the validity of the Gender Identity Counselor Competency Scale, a measure meant to examine counselor competency for working with clients identifying as trans*. A national sample of counseling students and faculty accredited by the Council for Accreditation of Counseling & Related Programs (CACREP) was obtained. The data from 187 participants were analyzed using exploratory factor analysis during the first phase of data analysis. After extraction, two items were removed from the measure and it was renamed GICCS-Revised (GICCS-R). Three factors emerged from analysis and supported the tripartite model for multicultural counseling competencies and these factors were labeled knowledge, awareness, and skills. High internal consistency was found and evidence convergent validity was observed. Some evidence for discriminant validity was found. During the second phase of data analysis, analysis of covariance was used to explore mean differences among levels of education on overall GICCS-R scores as well as the subscale scores, while controlling for social desirability. There were group differences on the overall and subscale scores, with the exception of the awareness subscale. A hierarchal multiple regression was conducted to determine whether a set of variables (social desirability, levels of education, number of workshops attended or facilitated, and number of trans*-identified clients worked with) could predict scores on the overall GICCS-R and each subscale. The variables combined explained 45.5% of the variance on overall GICCS-R scores. Social desirability was not a significant predictor of scores. First year counseling master’s students; participants who attended or facilitated 0-4 workshops; and participants who worked with 0-1 clients were significant predictors of low overall competency scores. Levels of education and levels of experience explained a significant proportion of the variance on the knowledge and skills subscales, but not on the awareness subscale. The findings from the current study have important implications for how trans* counselor competency is measured in students and faculty. The findings also have implications for ways to improve levels competency.

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Warren, Annmarie Maione 1968. „Gender identity and educational achievement: Correlations of children's self perception with educational achievement“. Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

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Argus, Stefanie. „Girl Scout Voices| Describing Ecological Identity“. Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.

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This study considered how youth relate, connect, and identify with Nature by exploring how Girl Scouts describe their ecological identities. The purpose of this project was to introduce reflection on ecological identity as a reflective tool for living in Nature, to learn about youth connectedness to and identification with Nature, to utilize arts-based research, and to contribute to the scholarly field of girls in adventure education. Thirty-four youth aged 14 to 16 participated in the pilot and research project phases of the study. The study was a descriptive and exploratory research project, utilizing the methodologies of case study and action research. Data collection methods were anecdote circle, survey, and art creation. Survey results indicate that development of the ecological self can be grown. Three themes emerged from artistic cartography on special places in Nature, including coming of age, earth grief or loss, and summer camp. A feminist, reflexive lens guided the work, culminating in the formulation of a four-point transformation agenda for ecological identity at camps. The four recommendations are that camp administrators and educators: (1) promote a participatory relationship with phenomena through direct experience, (2) expand perceptual experience for reflection, (3) interrogate power and marginality, and (4) advance bioregional thinking and active community citizenship. Future research could investigate the efficacy of implementations of the agenda at camps. New studies should recruit for greater participant diversity and examine how Nature connectedness is defined and developed for individuals without access to green spaces and places.

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au, jane lorrimar@challengertafe wa edu, und Jane Lorrimar. „Organisational culture in TAFE colleges : power, gender and identity politics“. Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a vertical slice of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE experience at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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Lorrimar, Jane. „Organisational culture in TAFE colleges: power, gender and identity politics“. Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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Lorrimar, Jane. „Organisational culture in TAFE colleges : power, gender and identity politics /“. Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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Ginn, Georgina M. „Single-gender community of practice: Acquiring and embracing a woman president’s identity“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417436753.

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Evans, Kathleen M. „Negotiating the self : identity, sexuality, and emotion in teacher education /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.

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Bücher zum Thema "Gender identity in education"

1943-, Barrow Craig, und Southern Humanities Conference Meeting, Hrsg. Gender, race, & identity. Chattanooga, TN: Southern Humanities Press, 1993.

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Karuna, Chanana, und Nehru Memorial Museum and Library., Hrsg. Socialisation, education, and women: Explorations in gender identity. New Delhi: Orient Longman, 1988.

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Penney, Dawn. Gender and Physical Education. London: Taylor & Francis Inc, 2004.

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Birden, Susan. Rethinking sexual identity in education. Lanham, Md: Rowman & Littlefield Publishers, 2005.

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Educational Resources Information Center (U.S.), Hrsg. Middle school voices on gender identity. [Newton, Mass: Education Development Center, Inc., 1995.

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Australia. Dept. of Employment, Education, Training, and Youth Affairs und Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). Gender Equity Taskforce., Hrsg. Gender equity: A framework for Australian schools. Canberra City, ACT: Published by Publications and Public Communication for Dept. of Education and Training and Children's, Youth and Family Bureau, 1997.

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1947-, Sanlo Ronni L., Hrsg. Gender identity and sexual orientation: Research, policy, and personal perspectives. San Francisco: Jossey-Bass, 2005.

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Treacy, Margaret P. Gender prescription in nurse training: Its effects on health care. London: Longman, 1989.

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Celis, Karen, und Machteld de Metsenaere. Gegenderd onderwijs. Brussel: VUBPress, 2003.

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Völker, Susanne, Dirk Schulz und Elke Kleinau. Gender in Bewegung: Aktuelle Spannungsfelder der Gender und Queer Studies. Bielefeld: Transcript, 2013.

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Buchteile zum Thema "Gender identity in education"

Fensham, Peter J. „Gender and Science Education“. In Defining an Identity, 176–82. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_12.

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Hopper, Gill. „Identity“. In Palgrave Studies in Gender and Education, 1–41. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_1.

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Phuong, Thi Duyen, und Raf Vanderstraeten. „National Identity and Gender Identities“. In SpringerBriefs in Education, 73–103. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1196-3_4.

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McDermid, Jane. „Gender, National Identity, and Education“. In Springer International Handbooks of Education, 1–16. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_16-1.

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McDermid, Jane. „Gender, National Identity, and Education“. In Springer International Handbooks of Education, 243–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_16.

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Megahed, Nagwa, und Stephen Lack. „Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia“. In Education, Dominance and Identity, 201–22. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-125-2_12.

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Gray, Lee-Anne. „Sexuality, Gender Identity, Puberty, and Health Education“. In Educational Trauma, 93–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_9.

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Manduley, Aida, und Kira Manser. „Sex-Positive Approaches to Educating, Supporting, and Listening to TGD Youth in Clinical Encounters“. In Pediatric Gender Identity, 81–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38909-3_6.

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Lawson, Wenn. „Sexual Development and Gender Identity in Autism“. In The SAGE Handbook of Autism and Education, 511–16. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n41.

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Öhrn, Elisabet, Lisa Asp-Onsjö und Ann-Sofie Holm. „Discourses on Gender and Achievement in Lower Secondary Education“. In The State, Schooling and Identity, 173–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_9.

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Konferenzberichte zum Thema "Gender identity in education"

Osadcha, Larysa, Natalia Komisarenko, Olena Oliinyk, Elena Polishchuk und Liudmyla Movchan. „GENDER IDENTITY OF PERSONALITY“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0563.

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Qosyasih, Nelis Nazziatus Sadiah, und Vina Adriany. „Constructing Gender Identity in Young Children“. In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.

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Huang, Bowen. „Gender Identity and Student Teamwork“. In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450210.

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Lock, Robynne M., Zahra Hazari und Geoff Potvin. „Physics career intentions: The effect of physics identity, math identity, and gender“. In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789702.

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Mutha, Simrun, Alexa Deeter, Jen Sundstrom, Yevgeniya V. Zastavker, Casper Harteveld, Victoria Bennett und Tarek Abdoun. „GeoExplorer and Gender Identity: The Impact of Gender in a Game-Based Learning Environment“. In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10342928.

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Shoaib, Huma, Monica E. Cardella, Aasakiran Madamanchi und David Umulis. „Computation, Gender, and Engineering Identity Among Biomedical Engineering Undergraduates“. In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028656.

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Kostyk, Liubov, und Vasyl Kostyk. „Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.

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Bottomley, Ewan, Kenneth I. Mavor, Paula J. Miles, Antje Kohnle und Vivienne Wild. „Gender effects in perceived recognition as a physicist and physics identity“. In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.bottomley.

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Ulfiah, Ulfiah, Rahmat Safei und Sulasman Sulasman. „Parenting Style and Gender Role Identity Status Achievement in Late Teens“. In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110810551062.

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Bronzino, Liubov, und Elena Kurmeleva. „Historical Transformation of Gender Identity Theoretical Explications in Postmodernism Context“. In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.256.

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Berichte der Organisationen zum Thema "Gender identity in education"

Singh, Anisha, und Stanley Ngugi. Paychecks don’t tell all: Working towards gender pay equality through recruitment processes. Busara, Juni 2023. http://dx.doi.org/10.62372/sdau8133.

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At Busara we believe the pursuit of a diverse, equitable and inclusive workplace must start by looking within. We did some research to understand how we’re doing along the various aspects of diversity, including nationality, age, gender, ethnicity, parenthood, education, and mental health. Using this data, we will strengthen our DEI framework addressing internal inequities and considering our identity as a global organization. As part of our commitment to transparency and accountability, we have published our gender representation and pay gap statistics.

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Kothari, Jayna, Deekshitha Ganesan, Saumya Dadoo und Sudhir Krishnaswamy. Making Rights Real: Implementing Reservations for Transgender & Intersex Persons in Education and Public Employment. Centre for Law and Policy Research, Dezember 2018. http://dx.doi.org/10.54999/xrtp1406.

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CLPR’s ” Making Rights Real” policy brief recognises that reservations are critical in addressing the livelihood concerns of the transgender and intersex community and proposes the manner of implementation of such reservations. In suggesting a framework for providing reservations, the policy brief stays true to the principle of self-identification of gender identity, traces the legal and constitutional framework on reservations in India, and considers legislative, executive, and judicial efforts at providing reservations of transgender and intersex persons so far.

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Kothari, Jayna, Deekshitha Ganesan, Saumya Dadoo, Mandakini J, Dolashree Mysoor und Aadhirai S. Intersectionality: A Report on Discrimination based on Caste with the intersections of Sex, Gender Identity and Disability in South India. Centre for Law and Policy Research, August 2019. http://dx.doi.org/10.54999/xhrz9058.

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As part of its work on equality and non-discrimination, CLPR conducted a study on experiences of intersectional discrimination in South India between May – November 2018. The objective of the study was to understand the relationship between different intersecting identities and various sites of discrimination such as educational institutions, workplaces, police stations, and public transport.

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Martino, W., J. Kassen, K. Omercajic und L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.

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Flabbi, Luca, und Mauricio Tejada. Gender Gaps in Education and Labor Market Outcomes in the United States: The Impact of Employers` Prejudice. Inter-American Development Bank, Dezember 2012. http://dx.doi.org/10.18235/0011443.

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This paper makes three contributions to the existing literature. First, it provides descriptive evidence on gender differentials by education level in the US labor market over the last twenty years. Second, it uses the structural estimation of a search model of the labor market to identify and quantify the impact of employers' prejudice on labor market gender differentials. Third, it connects both the descriptive and the analytical findings to recent policy interventions in the US labor market and presents some policy experiments. The results show that prejudice may still have a role in explaining the evidence on gender differentials and there is at least one scenario where the possibility of the presence of prejudiced employers in the labor market has substantial effects. In particular, it is responsible for the reversal of the returns to schooling ranking in recent years and it may explain up to 44% of the gender wage gap of the top education group (Master and PhD) in 2005. Since prejudice is still important, policy interventions may be effective in attaining both efficiency and welfare gains. The paper is in favor of implementing an affirmative action policy because it is frequently able to close the gender gap without reducing overall welfare and because it is effective in targeting the group that should take center stage in the future debate about gender differentials: high-skilled, high-earners workers, who also have family responsibilities.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), Dezember 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian und Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian und Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/ids.2021.048.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), Dezember 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.

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Howard, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil und Philip Hayab. Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/creid.2021.013.

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The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining ambitions for those ‘furthest behind’ to be reached and supported through the Sustainable Development Goals (SDGs). The intersection of religious identity, socioeconomic status, geographic location, gender, and age compound vulnerability to violence and its impacts. This policy briefing, written by Dr Joanna Howard, Professor Oluwafunmilayo Para-Mallam, Dr Plangsat Bitrus Dayil, and Dr Philip Hayab, draws on research into the experiences of the pandemic by religious minorities living in Kaduna and Plateau states in Nigeria and finds that the pandemic deepened pre-existing ethno-religious fault lines. Exacerbated by ongoing insecurity, it contributed to increased poverty, with women particularly affected, and worsening mental health, with people experiencing fear, frustration, and depression. There are also long-term consequences for development; for example, on children’s education.

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