Relevant bibliographies by topics / Gender Education

Academic literature on the topic 'Gender Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Gender Education"

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Canaj, Kimete. "Gender Equality Policies and Gender Mindset in Kosovo." International Journal of Social Sciences 10, no. 1 (March 20, 2021): 1–16. http://dx.doi.org/10.52950/ss.2021.10.1.001.

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This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011
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Coeyman, Barbara, and Lucy Green. "Music, Gender, Education." Notes 55, no. 1 (September 1998): 138. http://dx.doi.org/10.2307/900387.

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Tašner, Veronika, and Milica Antić Gaber. "Gender and Education." Center for Educational Policy Studies Journal 7, no. 2 (June 30, 2017): 5–8. http://dx.doi.org/10.26529/cepsj.166.

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Bailey, Lucy E., and Karen Graves. "Gender and Education." Review of Research in Education 40, no. 1 (March 2016): 682–722. http://dx.doi.org/10.3102/0091732x16680193.

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Bengtsson, Stephanie. "Education and gender." International Review of Education 61, no. 6 (October 12, 2015): 857–59. http://dx.doi.org/10.1007/s11159-015-9515-8.

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Mikeladze, Madona, and Inga Shamilishvili. "Gender Issue in Georgian General Education Institutions." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 48–55. http://dx.doi.org/10.22333/ijme.2019.14006.

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Gender Equality is one of the principles of functioning democratic society. It is clear that this principle should be integrated into the education system itself. Georgia, as in the State, has taken on commitment to establishing gender equality in the education system in recent years. “The Georgian Law on Gender Equality” (Chapter 2, Article 6) separates the equality guarantees in relation with education. “The State Action Plan for Gender Equality” determines the whole spectrum of measures for achieving gender equality in education. However, everyday practice is far from the desirable situation because of not understanding equality principles. The school, as one of the most important institutions of gender socialization, can create the conditions for the development of children of both sexes, as well as it can become the factor of the gender inequality and transmission. Gender inequality within the education system can be seen in the aspects such as education policy and development strategy, institutional aspects, educational programs and content of textbooks, teaching approaches, assessment forms, organizing physical environment, etc. Of course, it is of great importance that the gender-character of formal and informal relations of the subjects involved in the education process, i.e. the specificity of relations among teachers, administration and pupils. The study provides an analysis of teacher behavior, gender attitudes and stereotypes towards the children of different sexes as well as the gender sensitivity of teachers, pupils and parents in Georgian educational space.
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Balalaieva, O. Yu. "Mainstreaming of Gender Perspective in Journalism Education." Mìžnarodnij fìlologìčnij časopis 11, no. 2 (May 22, 2020): 105–9. http://dx.doi.org/10.31548/philolog2020.02.105.

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Tarpara, Tanvi, Dilip Gholap, and Mayur Patel. "Gender Sensitization In Sports and Physical Education." International Journal of Physical Education & Sports Sciences 13, no. 2 (April 1, 2018): 23–25. http://dx.doi.org/10.29070/13/56690.

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Doronina, T. O. "GENDER EDUCATION IN THE SYSTEM HUMANITIES." Educational Dimension 8 (May 24, 2022): 263–72. http://dx.doi.org/10.31812/educdim.5465.

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Mukhamadovna, Tilavova Matlab, and Sharopova Zarnigor Tolibkizi. "Gender approach in education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1750–55. http://dx.doi.org/10.5958/2249-7137.2020.01424.x.

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Dissertations / Theses on the topic "Gender Education"

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Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.

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Mubireek, Khalid Al. "Gender-oriented vs. gender-neutral computer games in education." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056139090.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 120 p.; also includes graphics Includes bibliographical references (p. 101-106). Available online via OhioLINK's ETD Center
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Aslam, Monazza. "Gender and education in Pakistan." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439699.

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McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.

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Sanderson, Nicole Brigit. "Gender issues in initial teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.

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Gracia, Luque Rosaria. "Access and gender in multimedia education." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3159/.

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The focus of this thesis is the arena of activity around access to information and communication technologies (ICTs) and its relationship with gender and the discipline of Multimedia in UK universities. With education as a field of research, the thesis aims at providing a model which assists students to be better equipped to design accessible and inclusive design processes and products. The arena of access has been increasingly important in recent decades exemplified by policies that aimed to provide "universal access". Existing concepts of access have unsystematically focused on physical, economic and ergonomic considerations. This thesis reports on a study that uses a number of theoretical tools to conceptualise this complex area. Feminist Epistemology offers the tools to examine and understand gender and technology, and to inform the framework of study. Technological Determinism (TD) and Social Constructionism (SCOT) theories provide the theoretical base to study access in the context of new technologies, specifically in the Multimedia sector. The research was qualitative and was conducted using documentary analysis, questionnaires and interviews. The research design moved from macro to micro levels. In the first stage a theoretical framework was developed which mapped current understandings of the concepts. As well as a literature review, this stage also included distribution and analysis of questionnaire responses from 180 students and 5 tutors from 3 UK universities. This macroanalysis focused on the study of organisational understandings of access, gender and Multimedia in the chosen educational institutions. The second stage of the research was concerned with the structural shaping the discourses deployed within it. Interviews were conducted with 24 students and 5 tutors. This microanalysis used Grounded Theory as a research tool and focused on individual understandings of access, gender and Multimedia in the selected multimedia courses. The analysis of research data confirms that there is a compartmentalised understanding of access to ICTs within university-based Multimedia education. Access is often referred to as physical and economic access to equipment. User involvement in the design process is often impeded by current institutional structures and designers' individual attitudes, and this affects the accessibility of the product. Gender dynamics are at play but are often ignored within the design process. Essentialist values also influence the construction of those gender dynamics. Multimedia applications do not fully explore interactivity and the use of multiple platforms is largely ignored. The thesis challenges current understandings of access by bringing attention to a more gender balanced approach by proposing a new model, "creative access". This model encourages a gender aware approach to processes and products, and supports the creation of a working environment that uses multimedia applications as tools to transform current physical, economic, social and cultural boundaries.
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Bobbitt-Zeher, Donna. "Gender, Higher Education, and Earnings Inequality." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217947446.

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Wipert, Cheryl A. "Promoting Gender Equity Through Art Education." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.

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Valero, Mathilde. "Education and gender in developing countries." Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0217.

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Trois ans après l’adoption des Objectifs de Développement Durable pour une éducation primaire et secondaire universelle à l’horizon 2030, les progrès en matière de décrochage scolaire restent insuffisants. Pour tenter de répondre à ce défi majeur, cette thèse explore comment les familles investissent stratégiquement dans l’éducation de leurs enfants, selon le genre. Le chapitre 1 introduit les principaux déterminants du capital humain et examine en particulier la relation entre les droits économiques des femmes et l’éducation des enfants dans plusieurs pays en développement. Le deuxième chapitre revisite le lien entre chocs de revenu et éducation en prenant en compte le rôle de la composition des frères et soeurs dans une région rurale de Tanzanie. L’étude montre que le choc négatif affecte davantage les enfants ayant relativement plus de (jeunes) soeurs que de (jeunes) frères. Enfin, les parents peuvent décider de sous-investir dans l’éducation de leurs enfants, notamment des filles, s’ils anticipent qu’ils ne toucheront pas les fruits de leur investissement. Ainsi, le dernier chapitre évalue de façon théorique et empirique les échanges intergénérationnels entre parents-enfants en Indonésie. Nous trouvons qu’une partie des gains d’une hausse du niveau d’éducation à la fois pour les filles et les garçons, générée par une réforme de l’éducation primaire en Indonésie, est partagée avec la génération des parents. L’éducation affecte positivement les transferts envoyés aux parents à travers davantage de bénéfices à la fois sur le marché du travail et sur le marché du mariage
In the past decade, millions of children around the world have gained access to educational opportunities. However, three years after the adoption of the Sustainable Development Goals of universal primary and secondary education by 2030, there has been no progress in reducing the global number of out-of-school children. To address this issue, this thesis explores how families strategically invest in their offsprings’ education, by gender. Chapter 1 introduces the broad determinants of children’s human capital with a focus on family backgrounds such as mothers’ endowments. The study explores the relationship between women’s economic rights and children’s education in developing countries. Implicit in many researches on education is the existence of interactions between family members. Accordingly, the second chapter revisits the link between income shocks and educational achievement by considering the role of sibling composition in a rural region of Tanzania. Children suffer an additional penalty during income shocks the larger the share of girls among (younger) siblings. Finally, families might decide to underinvest in children’s education, mostly in their daughters, if they expect that they will not be able to obtain the returns for this education. Thus, the last chapter assesses theoretically and empirically the intergenerational parent-child exchange in Indonesia. We find that a substantial fraction of human capital gains for both girls and boys, generated by exposure to an educational reform, is shared with the parental generation. We show that education positively affects old-age transfers through additional labor and marital market returns for both men and women
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Thomas, Kim E. "Gender and subject in higher education." Thesis, Aston University, 1987. http://publications.aston.ac.uk/12190/.

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This thesis is concerned with the issue of gender inequality in higher education. It examines the relationship between gender and subject specialisation, looking in particular at the reasons for the predominance, at undergraduate level, of men in the physical sciences, and of women in the humanities. It investigates ideas of `masculinity' and `femininity' and how these relate to constructions of `science' and `arts'. The thesis argues that students choose which subject to study on the basis of certain qualities these subjects are seen to hold, and that these qualities have close connections with beliefs about `masculinity' and `femininity'. It examines this through an interview study of male and female students on six higher education courses: two university courses of physics, two university courses of English, a polytechnic course in communications and a polytechnic course in physical science. The interview study demonstrates that the science subjects are perceived by science students as more certain, more useful and more important than the humanities, and emphasise the value of their degree in gaining a well-paid and important job. Female science students, however, experience conflict between being `a good scientist' and being `feminine'. English and communications students emphasise the breadth, uncertainty and individuality of their subjects, and find science restrictive and narrow. They make little link between their degree and their future career. Men, however, feel no conflict between their identity as men and their chosen subject. It is argued that there is a close link between the construction of masculinity and the construction of physical science, but that English and communications are more ambivalent: in some senses `masculine', in some `feminine'. Men are advantaged in these subjects because of their greater visibility and assertiveness. The thesis concludes that the division between `science' and `arts' reinforces ideas of masculinity and femininity, and argues that female `failure' in education is in part the result of higher education's inability to transcend that division.
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Books on the topic "Gender Education"

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Porter, Paige H. Gender and education. Victoria: Deakin University, 1986.

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Green, Lucy. Music, gender, education. Cambridge: Cambridge University Press, 1997.

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Music, gender, education. New York: Cambridge University Press, 1997.

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M, Byrne Eileen, ed. Gender in education. Clevedon, Avon, England: Multilingual Matters, 1990.

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1948-, Wrigley Julia, ed. Education and gender equality. London: Falmer Press, 1992.

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Gender and Physical Education. London: Taylor & Francis Group Plc, 2004.

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Weiner, Gaby. Gender and education: Bibliography. 2nd ed. Milton Keynes: Open University, 1988.

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Herbert, Grossman. Gender issues in education. Boston, MA: Allyn and Bacon, 1994.

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Gyanmudra, Yadappanavar A. V, and National Institute of Rural Development (India), eds. Gender issues in education. Hyderabad: National Institute of Rural Development, 2008.

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Grossman, Herbert. Gender issues in education. Boston, Mass: Allyn and Bacon, 1994.

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Book chapters on the topic "Gender Education"

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Brickhouse, Nancy. "Gender." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_308-5.

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Brickhouse, Nancy. "Gender." In Encyclopedia of Science Education, 440–41. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_308.

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Lindsey, Linda L. "Education and Gender Role Change." In Gender, 431–66. 7th Edition. | New York City : Routledge Books, 2020. | Revised edition of the author’s Gender roles, [2015]: Routledge, 2020. http://dx.doi.org/10.4324/9781315102023-14.

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McDaniel, Anne, and Erica Phillips. "Gender and Education." In Handbook of the Sociology of Gender, 245–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76333-0_18.

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Aksornkool, Namtip. "Gender and Education." In Encyclopedia of Quality of Life and Well-Being Research, 2409–14. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1120.

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Weaver-Hightower, Marcus B., and Christine Skelton. "Gender and Education." In Leaders in Gender and Education, 1–13. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-305-8_1.

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Apitzsch, Ursula. "Migration, Education, Gender." In Learning with Adults, 99–112. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_8.

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Steinthorsdottir, Olof, and Veronique Lizan. "Gender and Education." In The Proceedings of the 12th International Congress on Mathematical Education, 535–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_54.

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Monzó, Lilia D., and Kandace Branch. "Gender and Education." In Equality, Education, and Human Rights in the United States, 27–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150671-2.

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Smyth, Emer. "Gender and Education." In International Studies in Educational Inequality, Theory and Policy, 135–53. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_6.

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Conference papers on the topic "Gender Education"

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"Succession planning in higher education." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316079.

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Jumani, Nabi Bux, Fouzia Ajmal, Samina Malik, and Fatima Maqsood. "Online Education as a Key to Bridge Gender Digital Divide in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9275.

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Educational systems are progressively attempting to provide equitable, comprehensive, and high-quality digital skills education and training. Females lag substantially behind males in digital abilities, paving the need for more learning and skill development, especially in developing countries. Creating equal opportunity in higher education for all individuals including both genders is a social responsibility. Gender equality is a cornerstone of a healthy, modern economy, and women may make a significant contribution to society and the economy as a whole. The current study was taken to analyze the gender digital divide among youth in Pakistan. The relevant policy documents such as Digital Pakistan Policy and reports were analyzed. The main causes identified included barriers to access, affordability, lack of technology literacy, and sociocultural norms. Moreover, the role of online education as an effort to bridge the gender digital divide was analyzed through interviews with key stakeholders in higher education in Pakistan. Women's use of ICT and digital platforms, mobile phones, and digital payments are among the recommendations, as are skills development for the digital era and enabling for better knowledge and meaningful use of digital technology. Individuals, communities, and the commercial sector will all need to work together to bridge the digital gender gap in Pakistan.
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Demir, Fatma. "Promoting Gender Equality in Education and the Workplace." In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/443-467/29.

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Nowak, Jessica Kristin. "Gender Inequality in Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.31.

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Education is a critical factor in achieving social equality, including gender equality. For this reason, ensuring equality in the provision of education should not only be a social priority but something natural and obvious. This topic was the subject of considerable debate among scholars for many decades. The beginnings of the struggle for equality of women are based primarily on the battle for access to education, which was essential in this regard. Therefore the gender education gap is decreasing, and nowadays, contemporary rarely persists in educated countries. As a result of the struggle of feminists, today, women around the Globe are more educated than at any point in history. Nevertheless, the phenomena such as “gender inequality” or “gender gap” understood more broadly than education, are still relevant problems. Thereby, men are still more educated and privileged. The problem is not only the degree of accessibility to education but also its content. Yet, current gender inequality is the result of super imposed stereotypical patterns, as well as prejudices and discriminations embodied in the system. This article was written to introduce the issue of gender inequality in education. The given research problem in this study is as follows: where do gender inequalities in education become apparent? The aim of the study is to overview the current state of knowledge. Exploring this topic is crucial because this phenomenon has many negative consequences. This article aims to present the initial characteristics of the problem and draw attention to the issue. The method used is a literature review.
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Pourrat, Yvonne, and Andre Beraud. "Gender in engineering education." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826083.

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Kaur, Navpreet, and Priyanka Chawla. "Education and Gender Empowerment." In 2021 9th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO). IEEE, 2021. http://dx.doi.org/10.1109/icrito51393.2021.9596110.

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Guimarães, Ana, and Fernanda Rebelo. "GENDER EQUALITY AND EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1737.

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Rahayu, Isti Sri, and Tutin Aryanti. "Gender in Vocational Education." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.022.

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Doğan, Nezahat. "Does Gender Equality in Education Matter for Air Pollution in Sub-Saharan Africa?" In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/299-310/20.

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Bartual-Figueras, Teresa, Montserrat Carbonell Esteller, Anna Carreras-Marín, Josep Colome Ferrer, Joaquin Turmo-Garuz, and Francesc de P. Valls Junyent. "GENDER TEACHING TO TRANSFORM GENDER PERCEPTIONS IN HIGHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1090.

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Reports on the topic "Gender Education"

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Seddon, Emma. Gender, Higher Education and STEM in India. Low and Middle Income Countries Research Network (LMIC), 2021. http://dx.doi.org/10.36399/gla.pubs.260012.

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Megahed, Nagwa. Gender equality in university education in Egypt [Arabic]. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1088.

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Psaki, Stephanie, Katharine McCarthy, and Barbara Mensch. Measuring gender equality in education: Lessons from 43 countries. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1021.

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Leive, Adam, and Christopher Ruhm. Education Gradients in Mortality Trends by Gender and Race. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28419.

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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Unterhalter, Elaine, and Elaine Unterhalter. Looking the other way : gender and education in South Africa. University of Witwatersrand, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii062.

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Unterhalter, Elaine. Mutable meanings: gender equality in education and international rights frameworks. Equal Rights Review, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii228.

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North, Amy. Global obligation for gender equality in education, regulation and global organisations. Institute of Education, University of London, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii067.

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Unterhalter, Elaine. Education policy in hard times : the politics of gender, justice and hope. Unknown, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii060.

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Muralidharan, Karthik, and Ketki Sheth. Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19341.

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