Journal articles: '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, no. 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., and Thomas M. Ratliff. "Gender Equity and Gender Bias in the Middle School Classroom." Research in Middle Level Education 17, no. 2 (May 1994): 47–66. http://dx.doi.org/10.1080/10825541.1994.11670031.

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Berg, Petter, Ola Palmgren, and Björn Tyrefors. "Gender grading bias in junior high school mathematics." Applied Economics Letters 27, no. 11 (July 31, 2019): 915–19. http://dx.doi.org/10.1080/13504851.2019.1646862.

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Shmurak, Carole B., and Thomas M. Ratliff. "Gender Equity and Gender Bias: Issues for the Middle School Teacher." Middle School Journal 25, no. 5 (May 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, no. 12 (December 30, 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, and F. Pepitone-Arreola-Rockwell. "Gender Bias in Human Anatomy Textbook Illustrations." Psychology of Women Quarterly 10, no. 4 (December 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, no. 2 (January 2, 2019): 77. http://dx.doi.org/10.30983/jh.v2i2.533.

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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.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.Keyword: Gender, knowledge, elementary school.

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Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (May 8, 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, and Dini Khairul. "ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES." Gender Equality: International Journal of Child and Gender Studies 4, no. 2 (September 12, 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., and André Portela Souza. "Child Labor, School Attendance, and Intrahousehold Gender Bias in Brazil." World Bank Economic Review 21, no. 2 (January 1, 2007): 301–16. http://dx.doi.org/10.1093/wber/lhm001.

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Mi'rotin, Sholikah, and Mufidah Cholil. "Analisis Bias Gender Pada Soal Ujian Bahasa Arab di Madrasah Tsanawiyah." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 22, no. 02 (December 31, 2020): 191. http://dx.doi.org/10.32332/an-nabighoh.v22i02.2232.

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Gender analysis is not only to determine the equality of public roles between men and women in conversational texts, reading texts in textbooks, but gender analysis can also be carried out on questions used by teachers to evaluate students. For this reason, the author will carry out a gender analysis on the school examination items in Arabic learning which are used to determine student graduation. This study aims to determine the number of questions contained in the gender variant, and whether the school exam questions presented are gender-biased. So that it can be used as evaluation material and can reconstruct evaluations that contain gender bias to become more gender responsive. This research uses a qualitative approach to library research. Data collection techniques using interviews, questionnaires, and documentation. The data analysis technique was carried out in three stages, namely data collection, data presentation and drawing conclusions. The results of the research were: 1) questions containing gender equality consisted of 4 questions, gender neutral consisted of 30 questions, and gender bias consisted of 16 questions. 2) less than half of the school exam questions are gender bias oriented with a percentage of 32%.

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Koşan, Yekta, Nilüfer Kuru, Aysel Korkmaz, Hamit Karademir, and Berrin Akman. "Metaphors in anti-bias educational program: Educators’ voices." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 9, 2018): 353–76. http://dx.doi.org/10.14527/pegegog.2018.015.

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The purpose of this research is to review the perceptions of faculty members, preschool teachers, and pre-school teacher candidates with regard to the Anti-Bias Education Programs (ABEP) by using a phenomenological pattern. The participants’ metaphors on ABEP were established and categorized and the differences in participants’ perceptions were analyzed in terms of their demographic characteristics such as age, gender, and service time. The working group of this research consisted of 129 participants: from 17 universities, 22 faculty members from the Education Faculty Pre-school Education Departments and 71 pre-school teacher candidates, studying in the fourth year of the Pre-School Education Departments; and 36 pre-school teachers from 9 different cities. The findings of this study show that faculty members produced 17, teachers produced 28 and teacher candidates produced 30 different metaphors about ABEP. The faculty members’ metaphors vary in terms of age and service time, whereas the teachers’ vary in terms of service time, type of institution, education level and age. Teacher candidates’ metaphors vary in terms of age and gender.

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Lin Lu, Chia, and Yao Jung Lin. "The Eastern Asian Research on Gender Bias in Secondary School Textbooks." International Journal of English Language Education 2, no. 2 (September 1, 2014): 197. http://dx.doi.org/10.5296/ijele.v2i2.6260.

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Singer, Alan. "Challenging Gender Bias through a Transformative High School Social Studies Curriculum." Theory & Research in Social Education 23, no. 3 (June 1995): 234–59. http://dx.doi.org/10.1080/00933104.1995.10505756.

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Ghosh, Eric, Kent W. Nilsson, and Johan Isaksson. "Own‐gender bias in school staff's recognition of children with ADHD." Acta Paediatrica 108, no. 6 (February 20, 2019): 1165–66. http://dx.doi.org/10.1111/apa.14738.

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Nurhidayah, Yayah Yayah, and Eti Nurhayati. "Gender Bias Communication Among Santris in Pesantren." PALASTREN Jurnal Studi Gender 13, no. 1 (June 20, 2020): 219. http://dx.doi.org/10.21043/palastren.v13i1.7059.

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For decades, there has been a biased pattern of communication between genders in society, including among the Al-Ishlah santris (students) in pesantren (Islamic boarding school) in Cirebon - West Java, subject studied by the writers. The communication of male and female santris has unique ways. From the beginning, pesantren offers the different treatment to male and female santris, both in rules, ethics, sanctions, communication, and relationships in general. In addition, the teaching of classic kitabs (books/holy books) still contains a lot of gender biases. This study aims to identify several gender biases and stereotypes in various forms of communication between male and female santris in pesantren. This research used descriptive qualitative methods, data collection techniques using interviews and observations to santris, and data analysis techniques carried out qualitatively in the form of narrative descriptions. The results of the study show there are many gender biases and stereotypes in various forms of communication, such as: communication style, conversation initiatives, intensity of conducting conversation, intensity of interruption, dominance in conversation, intensity of making humor, eye contact, spatial distance, body language, smile, and touch.Keywords: communication, gender bias, pesantren

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Eisenman, Russell. "Possible Gender Bias in Ivy League and Selective Colleges." Psychological Reports 70, no. 3 (June 1992): 970. http://dx.doi.org/10.2466/pr0.1992.70.3.970.

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In a 1991 report it was shown that many college women, especially conservatives, would not want a woman or an African-American to be President of the United States. Data are presented from a 1989 report by Persell and Cookson of 1035 high school seniors, showing Ivy League colleges and other highly selective colleges appeared to discriminate against female applicants. Even though both male and female applicants were from the pool of what elite colleges might consider to be the most qualified candidates, 92% of the boys but only 77% of the girls were accepted by the colleges.

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Akos, Patrick, and Jennifer Kretchmar. "Gender and Ethnic bias in Letters of Recommendation: Considerations for School Counselors." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.102.

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School counselors write letters of recommendation for students pursuing postsecondary education and help teachers and staff prepare for this task. Although letters of recommendation may impact admission and scholarship opportunities, research about equity and bias in letters is minimal as compared to standardized tests, teacher expectations, and grading practices. In this study, researchers analyzed letters of recommendation for evidence of gender and racial bias. Results demonstrate small but significant differences by gender and race in the average length of letters as well as the types of language used to describe students. This article discusses implications for school counselors.

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Miyajima, Tomomi. "Gender inequality among Japanese high school teachers: women teachers' resistance to gender bias in occupational culture." Journal of Education for Teaching 34, no. 4 (November 2008): 319–32. http://dx.doi.org/10.1080/02607470802401479.

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Wiles, Clyde A. "Investigating Gender Bias in the Evaluations of Middle School Teachers of Mathematics." School Science and Mathematics 92, no. 6 (October 1992): 295–98. http://dx.doi.org/10.1111/j.1949-8594.1992.tb15594.x.

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Cimpian, Joseph R. "Why Focusing on Test Metrics May Impede Gender Equity: Policy Insights." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 64–71. http://dx.doi.org/10.1177/2372732219873009.

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Accountability policies incentivize school districts to close achievement gaps on standardized tests of math and reading, but these policies omit one prominent student dimension: gender. According to the “mixed” evidence on male–female gender gaps in math test scores, a gap advantaging males may be opening early in elementary school, but the dominant evidence—standardized testing—does not reveal this emergence. In contrast to math, the evidence for the reading gender gap favoring females is clearer, but there too the apparent female advantage may not be as large as it seems. Looking across well-established large-scale tests in math and reading, this article looks to explain why some gender gaps emerge and how policymakers can help mitigate the gaps. One of the most consistent predictors of gaps in both math and reading is gender bias. Focusing on gender gaps in tests is counterproductive to actual gender equity in education, which will require a much stronger focus on uncovering and addressing gender bias.

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Ulfah, Dewi, Idawati Garim, and Sultan Sultan. "BIAS GENDER DALAM BUKU TEKS PELAJARAN BAHASA INDONESIA SEKOLAH MENENGAH ATAS." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 12, no. 2 (August 15, 2019): 188. http://dx.doi.org/10.26858/retorika.v12i2.8935.

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Abstract: Gender Bias in Indonesian Language Textbook in Senior High School.This research to described gender bias based on the subject-object viewpoint and author-reader viewpoint of Sara Mills theory on textbook. The data of this research are vocabulary, clause, sentence, or paragraph that contain gender perspective and the source of the data of this research is reading text on the Indonesian language textbook for senior high school grade X by Kemendikbud, revised edition of 2017. Technique of data collection are reading and writing. The whole data collected were analyzed in depth and identified based on gender perspective. The results of this research are (1) forms of gender bias of the subject-object viewpoint are subordination and stereotyped to women, (2) forms of gender bias of the author-reader viewpoint, there are two aspects of the findings, namely indirect sweeping carried out by means of mediation and cultural code. Direct sweeping which uses first-person singular pronoun, third-person singular pronoun, and third-person plural pronoun.

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Caseau, Dana L., Ruth Luckasson, and Roger L. Kroth. "Special Education Services for Girls with Serious Emotional Disturbance: A Case of Gender Bias?" Behavioral Disorders 20, no. 1 (November 1994): 51–60. http://dx.doi.org/10.1177/019874299402000101.

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Despite the fact that boys greatly outnumber girls in receiving services under the category Serious Emotional Disturbance (SED), the possibility of bias against girls with SED has received relatively little attention. Data on three groups of adolescent students were analyzed: (a) students served as SED by the public schools (ED Sch, n=53), (b) students identified by the schools as SED but served as inpatients at a private psychiatric hospital (ED Psy, n=24), and (c) students not identified as SED by the public schools but who received services at a private psychiatric hospital (NI Psy n=40). Girls were a small proportion of the ED Sch and ED Psy groups, but the majority of the NI Psy group. These preliminary data indicate that some girls with serious emotional problems are not identified by the public schools yet are being served by private psychiatric hospitals. Possible reasons for this potentially inequitable allocation of school special education resources are suggested. Consideration and further study of the gender issues and identification and services to students with SED are discussed.

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Riegle-Crumb, Catherine, and Melissa Humphries. "Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity." Gender & Society 26, no. 2 (March 2, 2012): 290–322. http://dx.doi.org/10.1177/0891243211434614.

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This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Analyses of nationally representative data from the Education Longitudinal Study of 2002 (ELS) reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females, which although relatively small in magnitude, suggests that teachers hold the belief that math is just easier for white males than it is for white females. In addition, we find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

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Julianti, Lisa, Ikhsanudin Ikhsanudin, and Yohanes Gatot Sutapa Y. "A Content Analysis of Gender Bias in When English Rings A Bell Textbooks." International Journal of Learning and Instruction (IJLI) 1, no. 1 (April 23, 2019): 23. http://dx.doi.org/10.26418/ijli.v1i1.33401.

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This thesis reports on the gender bias contained in English e-textbook for junior high school students provided by the ministry of education. The study used a framework proposed by Porreca (1984) as guidance. The framework is distinctive because it examines the problem of gender representation contained in textbook. Based on the framework the study focused on gender visibility in text and illustration, gender firstness, occupational role, gender neutral nouns and gender specific nouns, masculine generic construction, and adjectives. The finding reveals that although there is an effort to avoid gender bias, females are still represented traditionally in some categories. When females are portrayed traditionally in the textbook, students develop a stereotype view towards female students.

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Yousaf, Farzana, Kiran Shehzadi, and Hajra Bibi. "What Limits the Access of Education for Out of School Children? Implications for Teacher Education." Review of Education, Administration & LAW 4, no. 1 (March 31, 2021): 253–64. http://dx.doi.org/10.47067/real.v4i1.133.

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Investigation of reasons for being out of school and how to overcome the number of out of school children by identifying some implications for teacher education is the focus of this study. Thematic analysis was used to explore these reasons by using semi structured interviews of 216 children. Views from social media (Face book) were also collected to get the clear picture of out of school children’s problems. The analysis was conducted with the help of N Vivo 11 plus software. Data highlighted many reasons of being out of school using codes, themes and subthemes. These reasons were unfriendly schools, poverty, illiteracy, gender, disability, and jobless fathers’, fear of sexual harassment, domestic conflicts, high inflation rate and family size. As some of the reasons such as gender bias, unfriendly schools, disability have direct implications for teacher education. Efforts, therefore, were made to identify the required changes in the teacher education. A strategic plan to overcome these barriers was defined at the end for teacher education programs.

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Mardliyah, Layla. "Gender Education in the Family (The Urgent Parenting of Gender Equality in Early Childhood)." International Conference of Moslem Society 2 (April 23, 2018): 146–56. http://dx.doi.org/10.24090/icms.2018.1858.

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This paper focuses on primary family education about parenting of gender equality in early childhood. Parenting of gender equality in early childhood is nurturing through gender education in the family that is undertaken to develop the abilities covering the cognitive, affective and psychomotor aspects of the children. The main thing is to build a children’s sensitivity during the interaction with their social environment. Based on the research findings, the construction of community in Sokaraja believed that the children were a valuable asset to be cared for with love and affection. This required the role and responsibility of parents to provide education to their children; as evidence of children who were as the pride and grace provided by God. Unfortunately, during the education process, there was gender bias happened to children to become unequal in terms of the responsibility and the roles between boy and girl. Gender bias made the children sensitive to the differences and responsibilities. The children were treated in different ways, thus it could generate the feelings of injustice to the children. The construction of understanding within the family eventually influenced the society at large, partly in the school environment. In fact, religious elites often contributed to this gender bias. Therefore, in line with the deconstruction toward the understanding of gender bias, the children needed to be raised in a family environment that had parenting of gender equality so that the children could have sensitivity and responsibility to themselves and his environment. The children’s behavior in the future would depend on the treatment and parenting in the family.

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Menegatti, Michela, Elisabetta Crocetti, and Monica Rubini. "Do Gender and Ethnicity Make the Difference? Linguistic Evaluation Bias in Primary School." Journal of Language and Social Psychology 36, no. 4 (February 1, 2017): 415–37. http://dx.doi.org/10.1177/0261927x17694980.

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In two studies, we examined how primary school teachers use the subtle structural properties of language to communicate different evaluations of students who achieve higher versus lower marks, boys versus girls, and students with immigrant versus nonimmigrant origins. Written judgments of final evaluation records were coded for language abstraction. Results showed that students with higher marks are described with more abstract positive and more concrete negative terms than those receiving lower marks. By varying language abstraction teachers also communicate more favorable evaluations of girls than boys and of students with nonimmigrant than immigrant origins. These findings uncovered a linguistic evaluation bias that implicitly enhances girls’ qualities and performance, but hinder improvements of boys and students of immigrant families by focusing on their stable negative characteristics.

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Knoff, Howard M., and Kimberly Robinson Dean. "Curriculum-Based Measurement of At-Risk Students' Reading Skills: A Preliminary Investigation of Bias." Psychological Reports 75, no. 3 (December 1994): 1355–60. http://dx.doi.org/10.2466/pr0.1994.75.3.1355.

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This study was a preliminary investigation of gender, socioeconomic status, and racial bias in curriculum-based measurement reading probes using students from an inner city, Chapter 1 elementary school. The reading probes involved brief 1-min. reading samples of middle-of-grade reading passages from Grade 1 through 4 as drawn from the reading texts used in the participating students' own classrooms. Analysis indicated that, except for socioeconomic status and gender differences in Grade 1, there were no gender, socioeconomic status, or racial biases across the four grades assessed. These results were discussed in the context of research on bias.

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Beg, Sabrin, Anne Fitzpatrick, and Adrienne M. Lucas. "Gender Bias in Assessments of Teacher Performance." AEA Papers and Proceedings 111 (May 1, 2021): 190–95. http://dx.doi.org/10.1257/pandp.20211126.

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To measure whether principals exhibit gender bias when assessing teacher effectiveness, we compare principals' subjective evaluations against teachers' self-evaluations and objective effectiveness in Ghanaian primary schools. Female and male teachers rate themselves equivalently. Principals are 11 percentage points less likely to rate a female teacher as "more effective," but female teachers are objectively more effective based on student learning. Principals assess the least effective male teacher as more effective than the objectively most effective female teacher. We corroborate results with a survey experiment showing similar gender bias. This bias against female teachers has implications for promotion and student learning.

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Valley, Julia A., and Kim C. Graber. "Gender-Biased Communication in Physical Education." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 498–509. http://dx.doi.org/10.1123/jtpe.2016-0160.

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Purpose:This study examined physical education teachers’ awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context.Method:A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day.Results:Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation.Discussion/Conclusion:Teachers’ lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students.

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Jürges, Hendrik, and Kerstin Schneider. "Why Young Boys Stumble: Early Tracking, Age and Gender Bias in the German School System." German Economic Review 12, no. 4 (December 1, 2011): 371–94. http://dx.doi.org/10.1111/j.1468-0475.2011.00533.x.

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AbstractAfter primary school, German pupils are given a secondary school track recommendation. This recommendation and the actual track choice are strongly associated with later life outcomes. Using data from the German PISA 2000 extension study, we analyze the effect of relative age on track recommendations and actual choice. Younger pupils and boys are less likely to be recommended to and enrolled in the academic track (Gymnasium), the most attractive track in terms of later life outcomes. Flexible enrollment and grade retention partly offset these effects. We find no convincing evidence that postponing the recommendation by lengthening primary school by 2 years reduces the age or gender bias.

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Carlana, Michela. "Implicit Stereotypes: Evidence from Teachers’ Gender Bias*." Quarterly Journal of Economics 134, no. 3 (March 2, 2019): 1163–224. http://dx.doi.org/10.1093/qje/qjz008.

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Abstract I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the score of girls in standardized tests, substantially increases when students are assigned to math teachers with stronger gender stereotypes. Teacher stereotypes induce girls to underperform in math and self-select into less demanding high schools, following the track recommendation of their teachers. These effects are at least partially driven by lower self-confidence on math ability of girls exposed to gender-biased teachers. Stereotypes impair the test performance of girls, who end up failing to achieve their full potential. I do not detect statistically significant effects on student outcomes of literature teacher stereotypes.

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McFadden, Anna C., George E. Marsh, Barrie Jo Price, and Yunhan Hwang. "A study of race and gender bias in the punishment of handicapped school children." Urban Review 24, no. 4 (December 1992): 239–51. http://dx.doi.org/10.1007/bf01108358.

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Yu, Lu, Dong Xie, and Daniel T. L. Shek. "Factor Structure of a Multidimensional Gender Identity Scale in a Sample of Chinese Elementary School Children." Scientific World Journal 2012 (2012): 1–10. http://dx.doi.org/10.1100/2012/595813.

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This study examined the factor structure of a scale based on the four-dimensional gender identity model (Egan and Perry, 2001) in 726 Chinese elementary school students. Exploratory factor analyses suggested a three-factor model, two of which corresponded to “Felt Pressure” and “Intergroup Bias” in the original model. The third factor “Gender Compatibility” appeared to be a combination of “Gender Typicality” and “Gender Contentment” in the original model. Follow-up confirmatory factor analysis (CFA) indicated that, relative to the initial four-factor structure, the three-factor model fits the current Chinese sample better. These results are discussed in light of cross-cultural similarities and differences in development of gender identity.

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Mannay, Dawn. "Exploring the bias: gender and stereotyping in secondary schools." Journal of Education Policy 25, no. 4 (July 2010): 562–64. http://dx.doi.org/10.1080/02680939.2010.493044.

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Hyde, Karin. "Exploring the bias: gender and stereotyping in secondary schools." Compare: A Journal of Comparative and International Education 42, no. 1 (January 2012): 161–63. http://dx.doi.org/10.1080/03057925.2012.632840.

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Sneyers, Elien, Jan Vanhoof, and Paul Mahieu. "Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender." Studia paedagogica 25, no. 2 (July 30, 2020): 71. http://dx.doi.org/10.5817/sp2020-2-4.

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Santosa, Imam. "DESIGNATION OF GENDER ON ELECTRONIC EFL TEXTBOOK FOR SENIOR HIGH SCHOOL." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 127. http://dx.doi.org/10.25134/ieflj.v6i2.3381.

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This study aims to examine gender representation in the electronic EFL textbook for senior high school. Content analysis will be utilized to examine gender representation in the electronic EFL textbook for senior high school entitles �Bahasa Inggris X� published by Puskurbuk. The study probes gender representation focusing on the designation of the character proposed by UNESCO. The designation of the gender representation in the textbook comprises 5 designations; first name, family relationship, other relationship, occupational status (agriculture, education, trade, small business, health, art and culture, and office) other status. The study later will reveal how the designation of the gender representation in the textbook. The comparison is 40% and 31%. Unsurprisingly, the number considered as ungendered character is slightly lower in 29. The designation of the character in textbook is dominated by first name with 98 appearance for male and 82 for female character. Then, the category followed by occupation status, (68:60 character), other relationship (52:34), and family relationship category (34:20). The result concluded that male character dominated in all designation category strengthen the position of the male as dominant character. Additionally, the result of the study will give the insight on how gender representation exists as the basis to evaluate the construction of the textbook.Keywords: gender; gender bias; gender representation; textbook.

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Fitzsimmons, Terrance W., Miriam S. Yates, and Victor J. Callan. "Lean in? The role of single sex schools in the gendering of confidence in high school adolescents." Australian Journal of Career Development 30, no. 2 (July 2021): 139–49. http://dx.doi.org/10.1177/10384162211012045.

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Structural inequalities and stereotypes are held out as explanations for gender differences in reported levels of confidence. However, while it is reported that in the absence of stereotypes women and men should possess identical levels of self-confidence, no study to date has tested this hypothesis. Single sex schools were identified as an environment where structural bias might be mitigated. From a survey of 9,414 Australian adolescents aged 13–17 years attending single sex high schools, no significant difference in overall self-efficacy was identified between genders. Overall, by age cohort there was no significant difference between boys’ and girls’ self-efficacy, with a minor exception of the 15 years cohort. Self-efficacy levels were linked to participation in team sport and undertaking leadership roles. The study provides the first large scale study that demonstrates that women are no less confident than men under conditions where gendered structures are mitigated by their environment.

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Kitano, Margie K. "Gifted Latina Women." Journal for the Education of the Gifted 21, no. 2 (January 1998): 131–59. http://dx.doi.org/10.1177/016235329802100202.

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This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these women's achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.

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Nobusako, Satoshi, Taeko Tsujimoto, Ayami Sakai, Takashi Shuto, Emi Furukawa, Michihiro Osumi, Akio Nakai, Takaki Maeda, and Shu Morioka. "Manual Dexterity is not Related to Media Viewing but is Related to Perceptual Bias in School-Age Children." Brain Sciences 10, no. 2 (February 13, 2020): 100. http://dx.doi.org/10.3390/brainsci10020100.

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Although the media can have both negative and positive effects on children’s cognitive and motor functions, its influence on their perceptual bias and manual dexterity is unclear. Thus, we investigated the association between media viewing time, media preference level, perceptual bias, and manual dexterity in 100 school-aged children. Questionnaires completed by children and their parents were used to ascertain media viewing time and preference levels. Perceptual bias and manual dexterity were measured using the visual-tactile temporal order judgment task and Movement Assessment Battery for Children—2nd edition, respectively. There were significant positive correlations between age and media viewing time and between media viewing time and media preference level. There was also a significant negative correlation between visual bias and manual dexterity. Hierarchical multiple regression analysis revealed that increasing visual bias was a significant predictor of decreasing manual dexterity. Further, children with low manual dexterity showed significant visual bias compared to those with high manual dexterity, when matched for age and gender. The present results demonstrated that, in school-aged children, although viewing media was not associated with perceptual bias and manual dexterity, there was a significant association between perceptual bias and manual dexterity.

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Blumenthal, Richard. "Descriptive and prescriptive software." ACM SIGCAS Computers and Society 49, no. 3 (January 22, 2021): 28–30. http://dx.doi.org/10.1145/3447913.3447927.

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Every few months or so since graduate school, I encounter new circumstances that remind me of the relation between the descriptive and prescriptive approaches humans use to understand and navigate the world in which we live. My most recent reminder occurred while reading about bias in software and efforts by researchers to reduce the negative impacts of this bias on society by (re) designing algorithms to address such biases as gender, racial, age, etc. Typically, "software bias" arises from using a descriptive model of human behavior within a prescriptive program.

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Wilkinson, David, Mavourneen G. Casey, and Diann S. Eley. "Removing the interview for medical school selection is associated with gender bias among enrolled students." Medical Journal of Australia 200, no. 2 (February 2014): 96–99. http://dx.doi.org/10.5694/mja13.10103.

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Arnold, Peter C. "Removing the interview for medical school selection is associated with gender bias among enrolled students." Medical Journal of Australia 200, no. 10 (June 2014): 580. http://dx.doi.org/10.5694/mja14.00185.

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Behrendorff, Natasha, and David Liu. "Removing the interview for medical school selection is associated with gender bias among enrolled students." Medical Journal of Australia 201, no. 3 (August 2014): 143–44. http://dx.doi.org/10.5694/mja14.00428.

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Casey, Mavourneen, and Diann S. Eley. "Removing the interview for medical school selection is associated with gender bias among enrolled students." Medical Journal of Australia 201, no. 3 (August 2014): 144. http://dx.doi.org/10.5694/mja14.00660.

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Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. "Gender and bias in the International Relations curriculum: Insights from reading lists." European Journal of International Relations 25, no. 2 (August 20, 2018): 383–407. http://dx.doi.org/10.1177/1354066118791690.

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Following growing academic interest and activism targeting gender bias in university curricula, we present the first analysis of female exclusion in a complete International Relations curriculum, across degree levels and disciplinary subfields. Previous empirical research on gender bias in the teaching materials of International Relations has been limited in scope, that is, restricted to PhD curricula, non-random sampling, small sample sizes or predominately US-focused. By contrast, this study uses an original data set of 43 recent syllabi comprising the entire International Relations curriculum at the London School of Economics to investigate the gender gap in the discipline’s teaching materials. We find evidence of bias that reproduces patterns of female exclusion: 79.2% of texts on reading lists are authored exclusively by men, reflecting the representation of women neither in the professional discipline nor in the published discipline. We find that level of study, subfield and the gender and seniority of the course convener matter. First, female author inclusion improves as the level of study progresses from undergraduate to PhD. This suggests the rigid persistence of a ‘traditional International Relations canon’ at the earliest disciplinary stage. Second, the International Organisations/Law subfield is more gender-inclusive than Security or Regional Studies, while contributions from Gender/Feminist Studies are dominated by female authorship. These patterns are suggestive of gender stereotyping within subfields. Third, female-authored readings are assigned less frequently by male and/or more senior course conveners. Tackling gender bias in the taught discipline must therefore involve a careful consideration of the linkages between knowledge production and dissemination, institutional hiring and promotion, and pedagogical practices.

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Marshall, Ariela L., Urshila Durani, and Joseph Mikhael. "Women in academic medicine leadership: correlation between sex of medical school deans and affiliated academic hospital system CEOs." BMJ Leader 4, no. 2 (March 5, 2020): 82–84. http://dx.doi.org/10.1136/leader-2019-000151.

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BackgroundWomen are currently under-represented in ‘C-suite’ leadership positions at academic medical centres, including medical school deans, department chairs and hospital chief executive officers (CEOs). There are many potential reasons for the low percentage of women in academic medical leadership, including lack of mentorship and sponsorship, increased non-work responsibilities compared with men, implicit bias, and others.MethodsWe collected data from 136 fully accredited US allopathic medical schools regarding sex of the medical school dean and sex of the CEO of the largest academic medical centre/teaching hospital affiliate. Schools where students rotate at non-academic centres were excluded from the final analysis, leaving 124 schools where we investigated the relationship between sex of US medical school dean and affiliated academic medical centre CEO.Results16.9% of current medical school deans and 17.7% of affiliated academic medical centre CEOs were female. Systems with one female leader were significantly (6.25-fold, 95% CI 2.22 to 17.56, p=0.001) more likely to have a second female leader, regardless of geographical region or institution type (public vs private).ConclusionsThere is a significant positive association between medical school dean and affiliated academic hospital centre CEO sex. There are many potential factors that could contribute to this positive association, including mentorship, sponsorship and medical system consciousness about gender equity, among others. This relationship is important to recognise as we strive for more gender parity for women in positions of leadership in academic medicine.

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Cordoni, Giada, Elisa Demuru, Enrico Ceccarelli, and Elisabetta Palagi. "Play, aggressive conflict and reconciliation in pre-school children: what matters?" Behaviour 153, no. 9-11 (2016): 1075–102. http://dx.doi.org/10.1163/1568539x-00003397.

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Play provides children with the opportunity to train in fundamental social skills, including conflict management. Here, we evaluate the management of play, aggressive conflict and reconciliation in 3- to 5-year-old preschool children. 3-year-old children show the highest levels of aggressive conflicts in free play, and do not reconcile their aggressive conflicts in the first months of the preschool year because they still lack social capacities to successfully manage interactions with peers. We found no gender bias in being aggressors or victims, but gender-typed traits were reflected in the expression of aggressiveness in same-sex peers for boys, who rely more on physical contacts than girls. Gender segregation in play is seen only in boys, regardless of age. Our results emphasize the importance of considering play, aggressive conflicts, and reconciliation as a whole, in order to obtain a comprehensive overview of the development of pre- and post-conflict dynamics in humans.

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Journal articles on the topic 'Gender bias and school'

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