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Journal articles on the topic 'Gender Education'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Sahin, Elmas. "Gender Equity in Education." Open Journal of Social Sciences 02, no. 01 (2014): 59–63. http://dx.doi.org/10.4236/jss.2014.21007.

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12

Weiler, Kathleen, and Julia Wrigley. "Education and Gender Equality." History of Education Quarterly 33, no. 4 (1993): 627. http://dx.doi.org/10.2307/369624.

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13

Mulqueeny, Judy, Shirley Walters, and Linzi Manicom. "Gender in Popular Education." Agenda, no. 33 (1997): 91. http://dx.doi.org/10.2307/4066140.

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14

Ueno, Mamiko. "Gender Equality and Education." TRENDS IN THE SCIENCES 6, no. 11 (2001): 62–65. http://dx.doi.org/10.5363/tits.6.11_62.

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15

Muramatsu, Yasuko. "School Education and Gender." TRENDS IN THE SCIENCES 8, no. 4 (2003): 36–40. http://dx.doi.org/10.5363/tits.8.4_36.

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16

TAKAHASHI, Keiko, Takako YUKAWA, Atsuko AONO, Makiko KASAI,, Tadayuki SAWADA, and Chikako OGURA. "Gender issues in education :." Annual Report of Educational Psychology in Japan 52 (2013): 230–33. http://dx.doi.org/10.5926/arepj.52.230.

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17

Crosnoe, Robert. "Gender, Obesity, and Education." Sociology of Education 80, no. 3 (July 2007): 241–60. http://dx.doi.org/10.1177/003804070708000303.

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Obesity is a health condition, but its consequences extend far beyond the realm of health. To illuminate an important route by which the experience of obesity can filter into the status attainment process, this study drew on nationally representative data from the National Longitudinal Study of Adolescent Health to test a social psychological model of the gendered link between obesity and education. Obese girls were less likely to enter college after high school than were their nonobese peers, especially when they attended schools in which obesity was relatively uncommon. Additional analyses revealed that increasing rates of internalizing symptoms, self-medication, and academic disengagement explained about one-third of the obese girls' lower odds of college enrollment. Obese boys, on the other hand, did not differ from their peers—no matter what their school context—in college enrollment.

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18

Tittle, Carol K. "Gender research and education." American Psychologist 41, no. 10 (1986): 1161–68. http://dx.doi.org/10.1037/0003-066x.41.10.1161.

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19

Johnson, Lesley. "Gender issues and education." Australian Feminist Studies 5, no. 11 (March 1990): 17–27. http://dx.doi.org/10.1080/08164649.1990.9961672.

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20

Mandal, Keshab Chandra. "Gender Empowerment Through Education." Studies of Changing Societies 2013, no. 1 (November 5, 2014): 60–67. http://dx.doi.org/10.2478/scs-2014-0175.

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21

Kahlich, Luke C. "Gender and Dance Education." Journal of Dance Education 1, no. 2 (April 2001): 45–47. http://dx.doi.org/10.1080/15290824.2001.10387176.

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22

Hardwick, Susan W., and Fred M. Shelley. "Gender and Geographic Education." Journal of Geography 98, no. 6 (November 1999): 247–49. http://dx.doi.org/10.1080/00221349908978937.

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23

Deem, Rosemary. "Education, gender and anxiety." Women's Studies International Forum 20, no. 3 (May 1997): 455. http://dx.doi.org/10.1016/s0277-5395(97)88234-9.

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24

Dawson, Brettel, Ulrike Schultz, and Gisela Shaw. "Gender and judicial education." International Journal of the Legal Profession 21, no. 3 (September 2, 2014): 255–57. http://dx.doi.org/10.1080/09695958.2015.1066944.

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25

Stanišić, Jitka Malečková and Dragana. "Gender, education and terrorism." International Journal of Education Economics and Development 5, no. 1 (2014): 40. http://dx.doi.org/10.1504/ijeed.2014.059864.

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26

The Lancet. "Gender empowerment: beyond education." Lancet 378, no. 9797 (September 2011): 1118. http://dx.doi.org/10.1016/s0140-6736(11)61491-8.

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27

Rorke-Wickins, Caitlin, and Lou Wilson. "Gender in Planning Education." Australian Planner 46, no. 3 (September 2009): 40–45. http://dx.doi.org/10.1080/07293682.2009.10753407.

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28

Buchmann, Claudia, Thomas A. DiPrete, and Anne McDaniel. "Gender Inequalities in Education." Annual Review of Sociology 34, no. 1 (August 2008): 319–37. http://dx.doi.org/10.1146/annurev.soc.34.040507.134719.

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29

David, Miriam E. "Parents, Gender, and Education." Educational Policy 7, no. 2 (June 1993): 184–205. http://dx.doi.org/10.1177/0895904893007002004.

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30

Lovell, Tessa, and Mal Leicester. "Gender and Higher Education." Journal of Further and Higher Education 17, no. 1 (March 1993): 52–56. http://dx.doi.org/10.1080/0309877930170106.

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31

Anja Heikkinen, Anja. "Gender Bias in Nordic Vocational Education." Swiss Journal of Educational Research 22, no. 2 (July 11, 2018): 357–76. http://dx.doi.org/10.24452/sjer.22.2.4572.

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The topic of vocational education and gender has not been of high interest in Nordic countries during last years. On the one hand, the focus has moved to issues like the knowledge society and the competitiveness of individuals and industry in the globalising economy, on the other hand, the strengthening feminist and post-modernist discourses about cultural construction of gender have had marginal interest in vocational education. The article aims at showing that there are historical, anthropological, sociological, philosophical and educational studies, which could revitalise research on vocational education and gender, proceeding from the previous phase, when the focus was on sex-segregation in the labour market and education system. In the beginning of the article, vocational education in the Nordic countries is characterised from the sex-gender perspective, with special focus on Finland. After this, some examples from efforts to overcome and to explain the gender bias are described and deficiencies are discussed. Thirdly, a «cultural approach» for discussing gender bias is suggested. In the closing section, the possibilities of de-gendering vocational education are questioned. The main message of the article is that in order to revitalise research on vocational education and gender, we need to reflect them in a wider cultural context and include the perspectives of both sexes or genders (or the whole sexual and gender order) in our analyses.

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32

McWilliam, Erica. "Gender (im)Material: Teaching Bodies and Gender Education." Australian Journal of Education 41, no. 1 (April 1997): 48–58. http://dx.doi.org/10.1177/000494419704100104.

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THE purpose of this paper is to insist on the sexed and gendered teaching body as ‘material’ to curriculum for gender education and gender equity in classrooms. It is not simply that the body of the teacher refuses to be excised, despite educational traditions of appealing to the mind as ‘above’ and transcending the body. It is that the sexed and gendered body of the teacher, male as well as female, must be the focus of more than censure if gender education projects are to be effective in generating useful pedagogical tools. In the paper, I give two reasons why the curriculum kit has been so visible and the teaching body so invisible. The first is the propensity of funding institutions to see a tangible ‘project’ such as a kit as the appropriate outcome of curriculum initiatives. The second is the ambivalence of many feminist educators about issues of bodily desire and pleasure in the context of a patriarchal society and culture.

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33

Raftery, Deirdre, and Maryann Valiulis. "Gender Balance/Gender Bias: issues in education research." Gender and Education 20, no. 4 (July 2008): 303–7. http://dx.doi.org/10.1080/09540250802190131.

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34

Bayley, Ros. "Gender issues in Gender issues in early education." Early Years Educator 8, no. 9 (December 2006): 36–42. http://dx.doi.org/10.12968/eyed.2006.8.9.22489.

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35

Spangenberg, Gail. "EDucation & GEnder. Gender-specific education in different countries: historical aspects – current trends." International Review of Education 60, no. 5 (October 2014): 741–43. http://dx.doi.org/10.1007/s11159-014-9455-8.

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36

Solihati, Nessy, and Ana Ana. "Gender Relations in The Technical Education Field." Innovation of Vocational Technology Education 15, no. 2 (September 4, 2019): 94. http://dx.doi.org/10.17509/invotec.v15i2.19637.

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Harmonious gender relations between men and women is needed to achieve gender equality and gender equity. The purpose of this article is to find out gender relations in engineering, especially mechanical engineering in metal casting. Relationships between male and female students and relations between male and female students and lecturers. The qualitative research is the Phenomenology technique. The informants in this study were 10 students with 4 men and 6 women and a lecturer in a Polytechnic Bandung. The results showed that the relation between male and female students did not make any difference in the process of theory and practice learning. The relationship between lecturers, male, and female students also established without any difference in the men and women gender in carrying out the task of theory and practice learning. A patriarchal culture that hinders interaction between men and women genders and lecturers who used to be attached to the engineering field has begun to disappear. The research development on gender relations in engineering must still be the focus of scientists research.

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37

Pitcher, Erich N. "Toward Academic Gender Justice: Trans Faculty Reconceptualizing Gender Equity." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–30. http://dx.doi.org/10.1177/016146812012200805.

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Context Despite debate about the status of women faculty within U.S. universities, the discourse of gender equity often follows genderist logics (e.g., only two genders). Focus of Study I draw on the perspectives of ten trans faculty to reconceptualize gender equity. Using critical trans politics, I co-create an academic gender justice framework through three readings of the data. Notions of academic gender justice will improve the livability of transgender academics’ lives. Research Design In the larger qualitative study from which these data were derived, I engaged narrative inquiry. This study used a thinking-with-theory analytical approach, and I co-theorized with participants to develop five tenets. Findings I offer five tenets: Conceptualizing gender as multifaceted, the mutual constitution of social identities with multiplicative effects, centrality of trans individuals naming the conditions of their oppression, the salience of multiple systems of oppression within participants’ experiences, and the importance of resisting dominant norms to improve workplace conditions for trans faculty. Conclusions Higher-education leaders should engage the core tenets of academic gender justice in an effort to build more equitable and just institutional cultures for trans academics. Rethinking policy through the lens of academic gender justice is also needed.

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38

Arabit García, Javier, María Paz Prendes Espinosa, and José Luis Serrano Sánchez. "La enseñanza de STEM en Educación Primaria desde una perspectiva de género." Revista Fuentes 1, no. 23 (2021): 64–76. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12266.

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The aim of this study is to identify the needs of 141 students and 67 teachers from seven Primary Education schools in relation to STEM teaching, detecting possible gender differences and similarities. This objective is part of the european CREATEskills project. On the basis of an exploratory and non-experimental research design, two validated questionnaires were used through a dual procedure (expert judgment and pilot study). The results indicate that teachers demand additional resources and training for STEM teaching, while students prefer to use digital resources and conduct experimental work. In relation to gender differences, female teachers adopted a more critical view of STEM teaching in comparison to male teachers, but no significant gender differences were identified among students.

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39

Bezuidenhout, Diana Viljoen. "Gender Equality in Higher Education Institutions: A Systematic Review." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 123. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(123).

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Gender inequality has garnered much attention in the last few years. With the advent of the #MeToo movement, inequalities across genders, however subtle they may be, have been brought to the fore. As one of the Sustainable Development Goals (SDGs), gender equality is worked into the fabric of most constitutions worldwide (UNDP, 2015). However, pervasive gender inequality still exists in many industries, even in higher education institutions (HEIs). As no systematic review of studies related to gender equality in HEIs has been conducted, this study seeks to fulfil this gap. This paper seeks to critically evaluate research that has been conducted with regards to gender in academia and its associated dimensions. The purpose of the study is to i) identify barriers to achieving gender equality in HEIs, ii) analyse the outcomes of programmes intended to minimise gender inequality in HEIs, and iii) outline the lived experience of females in HEIs. Keywords: Gender, Higher Education Institutions, Inequality, Systematic Literature Review

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40

Bezuidenhout, Diana Viljoen. "Gender Equality in Higher Education Institutions: A Systematic Review." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 123. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(123).

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Gender inequality has garnered much attention in the last few years. With the advent of the #MeToo movement, inequalities across genders, however subtle they may be, have been brought to the fore. As one of the Sustainable Development Goals (SDGs), gender equality is worked into the fabric of most constitutions worldwide (UNDP, 2015). However, pervasive gender inequality still exists in many industries, even in higher education institutions (HEIs). As no systematic review of studies related to gender equality in HEIs has been conducted, this study seeks to fulfil this gap. This paper seeks to critically evaluate research that has been conducted with regards to gender in academia and its associated dimensions. The purpose of the study is to i) identify barriers to achieving gender equality in HEIs, ii) analyse the outcomes of programmes intended to minimise gender inequality in HEIs, and iii) outline the lived experience of females in HEIs. Keywords: Gender, Higher Education Institutions, Inequality, Systematic Literature Review

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41

Caner, Asena, Cahit Guven, Cagla Okten, and Seyhun Orcan Sakalli. "Gender Roles and the Education Gender Gap in Turkey." Social Indicators Research 129, no. 3 (November 3, 2015): 1231–54. http://dx.doi.org/10.1007/s11205-015-1163-7.

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42

Verdonk, Petra, Yvonne W. M. Benschop, Hanneke C. J. M. de Haes, and Toine L. M. Lagro-Janssen. "From gender bias to gender awareness in medical education." Advances in Health Sciences Education 14, no. 1 (February 15, 2008): 135–52. http://dx.doi.org/10.1007/s10459-008-9100-z.

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43

Limaj, Elona, and Esmeralda Strori. "Overcoming Gender Differences in Education." Journal of Systemics, Cybernetics and Informatics 20, no. 5 (October 2022): 83–93. http://dx.doi.org/10.54808/jsci.20.05.83.

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Gender equity in education is a priority aiming to promote the right to education for everyone. It is necessary to ensure equal access to girls and boys for completion of their education cycles, as well as empower equity all through the education education process. Lack of equity between boys and girls schools is not a special specific of one country, but also a sensitive issue. Annual reports show that a considerable number of children, mainly girls, have interrupted their education in various levels of Albanian education system, due to a number of reasons. Lack of gender equity in the education system is a big obstacle for dynamic development of the society. The education of girls and women in Albania is important, not only as a matter of respecting a basic human right for half of the population, but also as a powerful force for economic development and achieving other social goals such as improved health and civic involvement. This work will focus on gender disparity in Albanian education system, where number of boys and girls is not the same in all education cycles - primary, elementary, secondary, according to data in the largest region in the country. A coordination of the qualitative and quantitative analysis is provided to indicate the reasons for this disparity and compare data according to random chosen schools. This work shall offer suggestions and recommendations to improve school curricula and determine the role of teachers in this aspect in order to create a favourable environment for both genders as well as making the education system more inclusive for all children includes improving standards, curricula and a focus on teacher training and development in Albania.

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44

Purnachandrarao. "Gender Inequality in School Education." Journal of Exclusion Studies 4, no. 2 (2014): 204. http://dx.doi.org/10.5958/2231-4555.2014.00009.6.

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45

Burke, Ronald J., and Graeme MacDermid. "Gender Awareness Education in Organizations." Psychological Reports 79, no. 3 (December 1996): 1071–74. http://dx.doi.org/10.2466/pr0.1996.79.3.1071.

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North American organizations have become increasingly interested in removing barriers to women in career advancement. One common initiative in this regard is the promotion to men and women of education on gender awareness. The limited writing on this topic provides rationales as well as descriptions of typical course content but almost no evaluations of these initiatives. We conclude that education on gender awareness is unlikely to change men's attitudes successfully and is best envisioned as an introduction to more wide ranging efforts to level the organizational playing field.

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46

Räuty, Hannu. "Education, Gender, and Educational Goals." Psychological Reports 84, no. 2 (April 1999): 610. http://dx.doi.org/10.2466/pr0.1999.84.2.610.

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47

Monkman, Karen. "Framing Gender, Education and Empowerment." Research in Comparative and International Education 6, no. 1 (January 2011): 1–13. http://dx.doi.org/10.2304/rcie.2011.6.1.1.

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48

Todor, Ioana. "Gender in Education: Teacher’s Perspective." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 12 (2010): 45–52. http://dx.doi.org/10.18848/1833-1882/cgp/v04i12/53047.

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49

O'Connor, Sorca, and Miriam E. David. "Parents, Gender and Education Reform." Contemporary Sociology 24, no. 1 (January 1995): 86. http://dx.doi.org/10.2307/2075123.

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50

Popp, Ann Marie, Anthony A. Peguero, Kristin R. Day, and Lindsay L. Kahle. "Gender, Bullying Victimization, and Education." Violence and Victims 29, no. 5 (2014): 843–56. http://dx.doi.org/10.1891/0886-6708.vv-d-13-00047.

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School bullying has detrimental consequences for its victims, including undermining students’ educational outcomes. Furthermore, gender has been shown to play a significant role in determining the type of bullying victimization experienced and educational outcomes. This research examines whether an interaction between gender and bullying victimization exists as well as its impact on educational outcomes (i.e., academic self-efficacy and educational achievement). Multivariate regression analyses, drawing on the Educational Longitudinal Study of 2002, reveal that the interaction between gender and bullying victimization is linked to disparate educational outcomes. The findings and their implications are discussed regarding understanding the relationship between gender, bullying victimization, and education.

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