Relevant bibliographies by topics / Gender equity

Academic literature on the topic 'Gender equity'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Gender equity"

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Payne, Sarah, and Lesley Doyal. "Gender equity or gender equality in health?" Policy & Politics 38, no. 1 (January 1, 2010): 171–75. http://dx.doi.org/10.1332/147084410x487688.

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N, Dr Jagadeesh. "Third Sex and Gender Equity." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 05, no. 4 (December 15, 2015): 141–42. http://dx.doi.org/10.58739/jcbs/v05i4.7.

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MORRISSEY, SUSAN R. "GENDER EQUITY." Chemical & Engineering News 84, no. 7 (February 13, 2006): 65–69. http://dx.doi.org/10.1021/cen-v084n007.p065.

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Polineni, Deepika. "Gender Equity." Journal of Cystic Fibrosis 19, no. 2 (March 2020): 328–29. http://dx.doi.org/10.1016/j.jcf.2020.02.020.

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Jacobs, Lesley A. "Equal Opportunity and Gender Disadvantage." Canadian Journal of Law & Jurisprudence 7, no. 1 (January 1994): 61–71. http://dx.doi.org/10.1017/s0841820900002563.

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Recently, in Canada both the Federal Government and various provincial governments have introduced a series of measures intended to address gender inequalities in the workplace. These measures are of two basic types. Employment equity policies involve the implementation of affirmative action programmes designed to encourage the hiring and promotion of more women in, for example, the civil service. Pay equity policies have sought to institutionalize the principle of equal pay for work of equal value or, to use the American terminology, comparable worth. The aim of this paper is to resurrect the presently out of fashion view that the principles of affirmative action and comparative worth that underlie employment equity and pay equity can be defended on the grounds that they contribute to the realization of an ideal of equality of opportunity between men and women in Canadian society. This view, although once prevalent among those concerned with gender issues, has been pushed aside, largely because of doubts about the visionary depth of the ideal of equality of opportunity. It has been replaced instead by an ideal of equality of results which emphasizes the goal of reducing the gender wage gap. It is my intention here to formulate a principle of equality of opportunity that can incorporate recent feminist legal and political philosophy in a way that offers a promising way to analyze issues posed by gender inequalities in the workplace and, as a result, provide a clear rationale for the recent employment equity and pay equity initiatives in Canada.
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Fink, Janet S., Donna L. Pastore, and Debbie Moore. "Gender Equity Survey." Strategies 10, no. 5 (May 1997): 8–9. http://dx.doi.org/10.1080/08924562.1997.10591271.

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Tims, Jodi L. "Achieving gender equity." Communications of the ACM 61, no. 2 (January 23, 2018): 5. http://dx.doi.org/10.1145/3173556.

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Phillips, Anna. "Crowdsourcing Gender Equity." American Scientist 99, no. 6 (2011): 463. http://dx.doi.org/10.1511/2011.93.463.

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Daniels, Harry, Angela Creese, Valerie Hey, Diana Leonard, and Marjorie Smith. "Gender and learning: equity, equality and pedagogy." Support for Learning 16, no. 3 (August 2001): 112–16. http://dx.doi.org/10.1111/1467-9604.00201.

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Payne, S. "An Elusive Goal? Gender Equity and Gender Equality in Health Policy." Das Gesundheitswesen 74, no. 04 (April 2012): e19-e24. http://dx.doi.org/10.1055/s-0032-1311556.

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Dissertations / Theses on the topic "Gender equity"

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Goroshko, Olena. "Gender equity through gender teaching online." Thesis, Global University Network for Innovation, 2008. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49014.

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Gender equity in higher education is more than putting women on equal footing with men. It is eliminating barriers to participation and stereotypes that limit the opportunities and choices for both sexes. Gender equity is about enriching classrooms, widening opportunities, and expanding choices for all students. And I consider that this supposition can be applied not only to the education but all rhetoric of everyday life. Thus, the goal of gender education is not only to provide students with proper knowledge, but deconstruct stereotypes in their thinking and behaviour. Hence, all courses about gender issues must be based on the principle “explain to me – and I will forget; show me – and I will remember; let me participate – and I will understand”. The teaching methodology in subject-orientated (gender) class first of all must be targeted at active student-centered learning (learning by doing and changing by learning).
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Dancu, Toni Nicole. "Designing Exhibits For Gender Equity." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.

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Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects.
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Rubalcava, Raymond. "Gender equity and computer use." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.

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The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.
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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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Marry, Beatrice. "Towards greater gender equality? An examination of gender equity policy in the European Union's labour market." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40837.

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Since the late 1970s, the EU has attempted to alleviate gendered labour market inequality throughout its member states with the help of a set of gender equitable policies. While some progress was achieved, both the gender wage gap and the glass ceiling remain firmly in place. Subsequently, women throughout the EU are severely underpaid and under-represented in positions of leadership and power, suggesting that the problem is far from being solved. Why does such blatant gender inequality persist in spite of policies meant to alleviate it? Policies are only as effective as the degree to which they are implemented. This thesis will suggest that the implementation of equity policy is impeded due to a process that renders EU equitable policy less effective than it could be otherwise. Consequently, the policy process needs strengthening and policies need wider utilization by multiple stakeholders, as well as domestic employers to yield greater results.
Depuis la fin des années 1970, l'UE s'est efforcée de réduire les inégalités entre les hommes et les femmes dans le marché du travail des pays membres en établissant des politiques de traitement équitable entre les sexes. Bien qu'on ait fait certains progrès, la disparité salariale entre les sexes et le plafond de verre sont encore fermement en place. En conséquence, les femmes de l'UE sont remarquablement sous-payées et sous-représentées dans les postes de leadership et de pouvoir, ce qui semble démontrer que le problème est loin d'être résolu. Pourquoi une inégalité aussi criante persiste-t-elle malgré les politiques visant à redresser la situation? Les politiques ne sont efficaces que dans la mesure où elles sont mises en œuvre. Cette thèse suggère que la mise en œuvre de la politique d’équité de l’UE est entravée par un processus qui nuit à son efficacité. Par conséquent, si l’on veut atteindre les objectifs visés, il faut renforcer le processus de mise en œuvre de la politique et voir à ce que cette dernière soit plus généralement appliquée par les nombreuses parties intéressées et les employeurs des pays membres.
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Penney, Kendal. "Gender equity leadership in Western Australia: Exploring the experiences of executive leaders driving gender equity in the workplace." Thesis, Penney, Kendal (2020) Gender equity leadership in Western Australia: Exploring the experiences of executive leaders driving gender equity in the workplace. Masters by Coursework thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60670/.

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The status of women in society has improved remarkably in Australia since the early 1900s. This has seen a marked increase in the number of women in the workforce, yet adequate progress towards eradicating gender inequality from Australian workplaces remains to be seen. This lack of sustainable progress in Australia’s attempts to achieve gender equity highlights a need to better understand how organisations are tackling gender inequality in the workplace. A review of the literature reveals gaps in understanding the role leaders can play in achieving effective and sustainable outcomes in gender equity. A qualitative exploratory design using secondary archived audio recordings explores the lived experiences of fourteen WA executive leaders committed to driving gender equality in their organisations, in order to gain insight into the lived experience of leading gender equity in W.A. organisations; identify possible determinants of effective and impactful leadership in gender equity; and 3) lay the foundations for future research. Results from inductive thematic analysis identified three core themes; Internalizing Desire for Gender Equity Action, Create an Environment for Gender Equity Action; and Considerations for Designing Gender Equity Action. Implications of findings for further research and practice are discussed. Keywords: qualitative, secondary, archived, leadership, gender equity
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Sultan, Tipu. "Gender Equality a case study of Sweden : Gender Equality Gender Equity and policies of combating inequality at workplace to make the society equal." Thesis, Högskolan Dalarna, Sociologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5726.

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The paper analyses Gender Equality, Gender Equity and policies of combating inequality at workplace to make the society equal as a case study of Sweden. The aim of paper is see the gender equality, gender equity, discrimination against women at workplace and to describe the policies combating inequality in the welfare state of Sweden. This work highlights the gender equality in terms of institutionalizing gender equality, gender equity, gender and pay gap, parental leave, gender and the pension system and sexual behavior directed towards women and policies combating inequality to bring equality in society. For my research I used the secondary data the fact sheets, scientific literature, statistics from eurostate of Sweden and case studies about Swedish society and the theoretical explanation to explain the phenomena. To achieve my aim I used the combination of both qualitative and quantitative methods of research. I showed the empirical evidences of these phenomena from the Swedish society and theoretical analysis about equality and equity of gender in different wakes of life. I found an interesting conclusion that there are good policies and legislation to combat inequality to bring society but there are no policies to change the perception of society about male and female role.
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Mangeni, Patrick. "Negotiating Gender Equity Through Theatre for Development." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365863.

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This research investigates some uses of Theatre for Development (TfD) as a concept and method for advancing gender equity in Uganda, focusing on strategies for transformative action, and identifying key themes and issues that the TfD reveals. Having been involved as a researcher and facilitator in previous TfD initiatives aimed at advancing gender equity, I recognised that despite increased attention by development agencies to TfD, the strategies being currently used were prescriptive and informed by a Cartesian conception of gender that was antagonistic to both culture and men, both of which became derogatively identified as the constraints to women’s empowerment. This study recognises the centrality of experience as a point of departure for gender analysis and as the pretext for transformative action. It seeks to contribute to understanding how women and men experience and negotiate gender and the opportunities and constraints of advancing gender equity through TfD. This understanding has implications both for the theory of TfD, and for how practice impacts on that theory. This study is premised on the notion of participation and experience as sites of knowledge. The thesis draws on post-colonial feminist theory and feminist concepts of power as creating capacity to focus consciousness in development (Freire, 1994). I used an action research strategy within a context of TfD workshops to frame and problematise women and men’s experiences of gender. I emphasised both the action and reflection aspects of action research to generate understanding. The fieldwork comprised a series of workshops with gender-mixed adult groups from contexts of hardship and deprivation. The initial strategy involved using story telling to permit the participants to generate their own agenda. This provided a participative interactive space, within which the original stories were subjected to a range of drama workshop techniques, including developing some of the stories into performance text. This problematised the underlying assumptions and attitudes, and permitted the participants to recognise and discuss these in a new light, enabling a shared contextual understanding of women’s oppression as mainly constructed and sustained through gender ideology and for the participants to see previously unrecognised alternatives for action. Privileging experiences as the agenda for praxis facilitated the rehearsal of interventions in a supportive atmosphere enhancing learning and capacity to act against oppression in real life. I posited a circle of relations method as useful in deconstructing stereotypical ways of seeing, enabling reflexivity, creating empathy and transformations based on increased awareness. The problematisation of experiences through cycles of planning, action and reflection provided multiple positions for reflexivity, highlighting similarities in their lived experiences as women and the contradictions between gender ideology and their experiences. The representational context functioned as a laboratory to identify constraints, prepare and test the ingredients of resistance against oppression, and rehearse more egalitarian relations. When they intervened in the fictional space as real people using real experiences, this transformed the theatre space into a liminal space for learning. In this experience, new challenges arising from the interface of the two worlds are constituted as subjects of praxis. The knowledge gained becomes the building blocks for action in real life. The involvement of men in a performative context provided them the opportunity to interact with women and to problematise what they are limited from experiencing by hierarchy and gender ideology. Women and men performed and rehearsed roles beyond what the gender would normally permit. Men’s participation provided understanding of their perceptions and informed action and knowledge upon which one could premise interventions that are contextually relevant. However, an analysis of the men’s responses indicated that prescribing gender as the explicit agenda could elicit some alienation and resistance from men. Nonetheless, the TfD provided a liminal space enabling women and men to generate ‘activity in each other’, and to test the feasibility of their strategies through action. Women gained a sense of accomplishment, experiencing change in their physical wellbeing and an enhanced capacity to perform their daily activities. The process of creating and transforming the characters’ experiences through action and reflection created an empowering dialectical relation between theatre and real life as participants drew from the representational contexts to reflect on their personal experiences and to improve relations in real life contexts. Analysis of the action research revealed that notions of perseverance and desire informed participants’ perceptions of ‘the nature’ of women. Perseverance was perpetuated through the valuation of endurance as power, distorting women’s consciousness and limiting their capacity for reflexivity. While the negative construction of women’s desire was partly culture’s attempt to respond to the vulnerability of women, its construction underscored an ambivalent conception of woman leading to policing of women’s desire and perceiving expressions of women’s sexuality outside the dominant ideological frame as problematic. Poverty emerged as the most significant situation constraining women’s capacity to associate with ‘significant others’ and to quantitatively invest their time and resources. Poverty structured women’s and men’s perceptions of social relations, creating distortions of perception. It constrained women to ‘doing gender’ and competing in performing deference for survival. The study posits that addressing gender-based inequities requires a negotiation strategy that apprehends the complexity of the relations of oppression which are a function of historical interfaces. Theatre as codification executed within action research cycles proved useful in creating critical distancing and for problematising experience and generating knowledge of women’s experiences. The process involved moments of regression arising from fatalism and ingrained gender ideology. This prescribed a need for sustained strategy of action. The findings underscored the need for TfD interventions to recognise consciousness and perceptions as key to development.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Arts
Faculty of Arts
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Bevan, Kimberly J. "Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/547.

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The purpose of this study was to examine the teaching practices and perceptions of teachers, and how those perceptions and practices contributed to or perpetuated gender equity and inequity in elementary classrooms. Data for this study were collected in three elementary classrooms (third, fourth, and fifth grade) in an urban public school in southern Los Angeles. All three teacher participants were female and were self-identified feminists. The data collected for this study showed coeducational settings to be biased in favor of boys in classroom interactions, students calling-out, teachers calling on students, gender geography, negative student behavior, teacher discipline, early finishers, teacher feedback, the reinforcement of gender roles and stereotypes, classroom climate, lack of feminist pedagogy, classroom practice, gendered language, textbooks, and the use of color in the classroom. The gender-equitable practices the teachers in this study were implementing in their classrooms such as calling on male and female students equally, seating children in coed groups, and making sure that classrooms were gender-balanced was gender-equitable teaching practice, but it only scratched the surface of gender equity. The bias in favor of boys observed in these classrooms was at odds with the teachers' beliefs that they were creating a gender-equitable environment by providing only surface interventions which led to the finding surface equity. Although these teachers were implementing some gender-equitable teaching practices, they were not implementing any revolutionary pedagogy, like feminist pedagogy, which could negate inequity and provide for more than just surface equity. It is recommended that changes be made to policy in teacher education requirements and programs. Ongoing professional development must also be provided to classroom practitioners and educational leaders in order to move beyond surface equity. There must be continued research on gender and the creation of equity to create gender-equitable learning environments that move beyond surface equity to create social change.
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Calhoun, Lisa. "Women teachers' experiences of gender equity and schooling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29977.pdf.

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Books on the topic "Gender equity"

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Washington (State). Higher Education Coordinating Board., ed. Gender equity report. [Olympia, Wash.]: Washington State Higher Education Coordinating Board, 2000.

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Washington (State). Higher Education Coordinating Board., ed. Gender equity report. [Olympia, Wash.]: The Board, 2002.

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Strachan, Dorothy. Gender equity in coaching. Canada: Coaching Association of Canada, 1994.

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Strachan, Dorothy. Gender equity in coaching. Ottawa, Ont: Coaching Association of Canada, 1994.

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Asfia, Duza, Women for Women (Organization : Bangladesh), and Three Day Convention on Education and Gender Equity (1991 : Dhaka, Bangladesh), eds. Education and gender equity. Dhaka, Bangladesh: Women for Women, 1992.

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India) National Seminar on "Striking Gender Equity through MGNREGA" (2013 New Delhi. MGNREGA and gender equity. New Delhi: Kanishka Publishers, Distributors, 2015.

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Board of Education for the City of London (Ont.) Educational Support Services., ed. Gender equity resource document. [London, Ont.]: Board of Education for the City of London, Educational Support Services, 1995.

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Advani, Poornima. Gender equity: Making it happen. New Delhi: National Commission for Women, 2001.

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Mahajan, Vasundhara, Anandita Chowdhury, Urvashi Kaushal, Namrta Jariwala, and Sharon A. Bong, eds. Gender Equity: Challenges and Opportunities. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0460-8.

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Siwan, Anderson and. Towards Gender Equity in Development. Oxford, UK: Oxford University Press, 2019.

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Book chapters on the topic "Gender equity"

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Mencarini, Letizia. "Gender Equity." In Encyclopedia of Quality of Life and Well-Being Research, 2437–38. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1131.

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Latchem, Colin. "Gender Equity." In Open and Distance Non-formal Education in Developing Countries, 93–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_10.

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Percy, Ian. "Gender Equity Index." In Encyclopedia of Quality of Life and Well-Being Research, 2438–41. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1130.

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Mastracci, Sharon. "Gender Equity Worldwide." In Governing in a Global World, 231–43. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.9774/gleaf.9781315683676_16.

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Krecko, Laura K., Caprice C. Greenberg, and Jacob A. Greenberg. "Gender and Surgery." In Diversity, Equity and Inclusion, 79–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55655-6_9.

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Pappu, Rekha. "Gender Equity in Education." In Handbook of Education Systems in South Asia, 1–27. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_35-1.

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Osborn, Mary. "Gender Equity in Science." In GenderChange in Academia, 423–34. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92501-1_32.

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Block, Walter E., and Roy Whitehead. "Gender Equity in Athletics." In Palgrave Studies in Classical Liberalism, 3–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28360-5_1.

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Pappu, Rekha. "Gender Equity in Education." In Handbook of Education Systems in South Asia, 1461–86. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_35.

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Chakraborti, Suparna. "Gender Equity Through Gender Empathy and Inclusivity." In Gender Equity: Challenges and Opportunities, 459–67. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0460-8_48.

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Conference papers on the topic "Gender equity"

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Jiang, Quanhong, and Qixin Wang. "Research on Gender Equality and Equity Protection." In Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssphe-18.2019.97.

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Hamilton, Margaret, Andrew Luxton-Reilly, Naomi Augar, Vanea Chiprianov, Eveling Castro Gutierrez, Elizabeth Vidal Duarte, Helen H. Hu, et al. "Gender Equity in Computing." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3024906.3024911.

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

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"Gender equity and rising inequality: You can’t get there from here." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316088.

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Leister, Jenni. "Promoting gender equity in computer literacy." In the 21st annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/263814.263903.

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Teague, Joy, and Val Clarke. "Improving gender equity in computing programmes." In the first Australasian conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/369585.369612.

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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.

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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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Wappa, John Peter, and Naciye Kunt. "Gender, Equity, Social Justice and Beliefs in Second Language Learning: The Case of Graduate Students." In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/236-252/16.

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"Doing Gender in the Classroom: Gender Transformative Change as Illustrated Through Attitudes on Gender Equity." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.122.

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Mody, Priti N., and Suzanne G. Brainard. "Successful international initiatives promoting gender equity in engineering." In the international symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1117417.1117422.

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Reports on the topic "Gender equity"

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Dancu, Toni. Designing Exhibits For Gender Equity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.339.

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Theofanos, Mary F., Jasmine Evans, Justyna P. Zwolak, and Sandra Spickard Prettyman. Survey on Gender, Equity and Inclusion. National Institute of Standards and Technology, March 2021. http://dx.doi.org/10.6028/nist.ir.8362.

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Marcatili, Jaclyn Marcatili, Laura Amaya Amaya, and Neeraja Bhavaraju Bhavaraju. Advancing Gender Equity by Improving Menstrual Health. Boston, MA United States: FSG, April 2020. http://dx.doi.org/10.15868/socialsector.36554.

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Nordhagen, Stella. Integrating gender equity into business networks for nutrition. Global Alliance for Improved Nutrition (GAIN), November 2020. http://dx.doi.org/10.36072/wp.12.

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Cowley, Anna, and Sangeeta Mangubhai. Gender Equity and Social Inclusion Analysis for Coastal Fisheries. Wildlife Conservation Society, 2021. http://dx.doi.org/10.19121/2021.report.40304.

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D., Wiliam-de Vries, and Sutarti N. Gender equity: revealing the reality for the women of Jambi. Center for International Forestry Research (CIFOR), 2006. http://dx.doi.org/10.17528/cifor/002159.

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Nordhagen, Stella. Supporting gender equity through food system businesses in lower-income countries. Global Alliance for Improved Nutrition (GAIN), November 2020. http://dx.doi.org/10.36072/wp.11.

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Nordhagen, Stella. Gender equity and reduction of post-harvest losses in agricultural value chains. Global Alliance for Improved Nutrition (GAIN), April 2021. http://dx.doi.org/10.36072/wp.20.

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Verma, Ravi, Julie Pulerwitz, Vaishali Mahendra, Sujata Khandekar, A. K. Singh, S. S. Das, Sunil Mehra, Anita Nura, and Gary Barker. Promoting gender equity as a strategy to reduce HIV risk and gender-based violence among young men in India. Population Council, 2008. http://dx.doi.org/10.31899/hiv2.1007.

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A.M., Larson, Dokken T., and Duchelle A.E. Can safeguards guarantee gender equity?: Lessons from research on women in early REDD+ implementation. Center for International Forestry Research (CIFOR), 2014. http://dx.doi.org/10.17528/cifor/005191.

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