Littérature scientifique sur le sujet « Gender identity in education »
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Articles de revues sur le sujet "Gender identity in education"
de Leo, Daniela, et Gabriella Armenise. « Children’s literature in Latin America : Gender identity in the education. » Revista Internacional de Culturas y Literaturas, no 25 (2022) : 108–30. http://dx.doi.org/10.12795/ricl2022.i25.08.
Texte intégralRasmussen, Mary Lou. « Beyond gender identity ? » Gender and Education 21, no 4 (9 juin 2009) : 431–47. http://dx.doi.org/10.1080/09540250802473958.
Texte intégralNorth, Connie E. « ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference ». Equity & ; Excellence in Education 43, no 3 (10 août 2010) : 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.
Texte intégralYates, S. J. « Gender, identity and CMC ». Journal of Computer Assisted Learning 13, no 4 (décembre 1997) : 281–90. http://dx.doi.org/10.1046/j.1365-2729.1997.00031.x.
Texte intégralTrauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier et Jill Findeis. « Agricultural education : Gender identity and knowledge exchange ». Journal of Rural Studies 24, no 4 (octobre 2008) : 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.
Texte intégralOmokhodion, Julia Otibhor. « Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria ». Ekistics and The New Habitat 73, no 436-441 (1 décembre 2006) : 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.
Texte intégralKessels, Ursula, Anke Heyder, Martin Latsch et Bettina Hannover. « How gender differences in academic engagement relate to students’ gender identity ». Educational Research 56, no 2 (3 avril 2014) : 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.
Texte intégralMcGeown, Sarah P., et Amy Warhurst. « Sex differences in education : exploring children’s gender identity ». Educational Psychology 40, no 1 (17 juillet 2019) : 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.
Texte intégralHuttunen, Jouko. « Father's Impact on Son's Gender Role Identity ». Scandinavian Journal of Educational Research 36, no 4 (janvier 1992) : 251–60. http://dx.doi.org/10.1080/0031383920360401.
Texte intégralRomanov, I. V. « Characteristics of Adolescents' Gender Identity ». Russian Education & ; Society 40, no 7 (juillet 1998) : 65–79. http://dx.doi.org/10.2753/res1060-9393400765.
Texte intégralThèses sur le sujet "Gender identity in education"
Novotny, Bethany A. « Understanding the Fluidity of Gender Identity and Sexual Identity Formation ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.
Texte intégralMerrill, Barbara. « Gender, identity and change : mature women students in universities ». Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.
Texte intégralCor, Deanna N. « Gender Identity Counselor Competency Scale| A Validation Study ». Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076470.
Texte intégralGender Identity Counselor Competency Scale: A Validation Study The purpose of the current study was to explore the validity of the Gender Identity Counselor Competency Scale, a measure meant to examine counselor competency for working with clients identifying as trans*. A national sample of counseling students and faculty accredited by the Council for Accreditation of Counseling & Related Programs (CACREP) was obtained. The data from 187 participants were analyzed using exploratory factor analysis during the first phase of data analysis. After extraction, two items were removed from the measure and it was renamed GICCS-Revised (GICCS-R). Three factors emerged from analysis and supported the tripartite model for multicultural counseling competencies and these factors were labeled knowledge, awareness, and skills. High internal consistency was found and evidence convergent validity was observed. Some evidence for discriminant validity was found. During the second phase of data analysis, analysis of covariance was used to explore mean differences among levels of education on overall GICCS-R scores as well as the subscale scores, while controlling for social desirability. There were group differences on the overall and subscale scores, with the exception of the awareness subscale. A hierarchal multiple regression was conducted to determine whether a set of variables (social desirability, levels of education, number of workshops attended or facilitated, and number of trans*-identified clients worked with) could predict scores on the overall GICCS-R and each subscale. The variables combined explained 45.5% of the variance on overall GICCS-R scores. Social desirability was not a significant predictor of scores. First year counseling master’s students; participants who attended or facilitated 0-4 workshops; and participants who worked with 0-1 clients were significant predictors of low overall competency scores. Levels of education and levels of experience explained a significant proportion of the variance on the knowledge and skills subscales, but not on the awareness subscale. The findings from the current study have important implications for how trans* counselor competency is measured in students and faculty. The findings also have implications for ways to improve levels competency.
Warren, Annmarie Maione 1968. « Gender identity and educational achievement : Correlations of children's self perception with educational achievement ». Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.
Texte intégralArgus, Stefanie. « Girl Scout Voices| Describing Ecological Identity ». Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.
Texte intégralThis study considered how youth relate, connect, and identify with Nature by exploring how Girl Scouts describe their ecological identities. The purpose of this project was to introduce reflection on ecological identity as a reflective tool for living in Nature, to learn about youth connectedness to and identification with Nature, to utilize arts-based research, and to contribute to the scholarly field of girls in adventure education. Thirty-four youth aged 14 to 16 participated in the pilot and research project phases of the study. The study was a descriptive and exploratory research project, utilizing the methodologies of case study and action research. Data collection methods were anecdote circle, survey, and art creation. Survey results indicate that development of the ecological self can be grown. Three themes emerged from artistic cartography on special places in Nature, including coming of age, earth grief or loss, and summer camp. A feminist, reflexive lens guided the work, culminating in the formulation of a four-point transformation agenda for ecological identity at camps. The four recommendations are that camp administrators and educators: (1) promote a participatory relationship with phenomena through direct experience, (2) expand perceptual experience for reflection, (3) interrogate power and marginality, and (4) advance bioregional thinking and active community citizenship. Future research could investigate the efficacy of implementations of the agenda at camps. New studies should recruit for greater participant diversity and examine how Nature connectedness is defined and developed for individuals without access to green spaces and places.
au, jane lorrimar@challengertafe wa edu, et Jane Lorrimar. « Organisational culture in TAFE colleges : power, gender and identity politics ». Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.
Texte intégralLorrimar, Jane. « Organisational culture in TAFE colleges : power, gender and identity politics ». Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges : power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.
Texte intégralLorrimar, Jane. « Organisational culture in TAFE colleges : power, gender and identity politics / ». Lorrimar, Jane (2006) Organisational culture in TAFE colleges : power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.
Texte intégralGinn, Georgina M. « Single-gender community of practice : Acquiring and embracing a woman president’s identity ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417436753.
Texte intégralEvans, Kathleen M. « Negotiating the self : identity, sexuality, and emotion in teacher education / ». Thesis, Connect to this title online ; UW restricted, 2000. http://hdl.handle.net/1773/7857.
Texte intégralLivres sur le sujet "Gender identity in education"
Kay, Fuller. Gender, identity, and educational leadership. London : Bloomsbury Academic, 2013.
Trouver le texte intégral1943-, Barrow Craig, et Southern Humanities Conference Meeting, dir. Gender, race, & identity. Chattanooga, TN : Southern Humanities Press, 1993.
Trouver le texte intégralAbhayadeva, Chitrangani. Gender and pre-school education : Changing perceptions. Colombo : Centre for Women's Research, 2008.
Trouver le texte intégralKaruna, Chanana, et Nehru Memorial Museum and Library., dir. Socialisation, education, and women : Explorations in gender identity. New Delhi : Orient Longman, 1988.
Trouver le texte intégralBirden, Susan. Rethinking sexual identity in education. Lanham, Md : Rowman & Littlefield Publishers, 2005.
Trouver le texte intégralPenney, Dawn. Gender and Physical Education. London : Taylor & Francis Inc, 2004.
Trouver le texte intégralEducational Resources Information Center (U.S.), dir. Middle school voices on gender identity. [Newton, Mass : Education Development Center, Inc., 1995.
Trouver le texte intégralMadeleine, Arnot, et Mac an Ghaill Mairtin, dir. The RoutledgeFalmer reader in gender and education. New York : Routledge, 2006.
Trouver le texte intégralHenderson, Emily F. Gender pedagogy : Teaching, learning and tracing gender in higher education. Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2015.
Trouver le texte intégralWeiler, Jeanne Drysdale. Codes and contradictions : Race, gender identity, and schooling. Albany : State University of New York Press, 2000.
Trouver le texte intégralChapitres de livres sur le sujet "Gender identity in education"
Fensham, Peter J. « Gender and Science Education ». Dans Defining an Identity, 176–82. Dordrecht : Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_12.
Texte intégralHopper, Gill. « Identity ». Dans Palgrave Studies in Gender and Education, 1–41. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_1.
Texte intégralMcDermid, Jane. « Gender, National Identity, and Education ». Dans Springer International Handbooks of Education, 1–16. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_16-1.
Texte intégralMcDermid, Jane. « Gender, National Identity, and Education ». Dans Springer International Handbooks of Education, 243–58. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_16.
Texte intégralMegahed, Nagwa, et Stephen Lack. « Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia ». Dans Education, Dominance and Identity, 201–22. Rotterdam : SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-125-2_12.
Texte intégralGray, Lee-Anne. « Sexuality, Gender Identity, Puberty, and Health Education ». Dans Educational Trauma, 93–102. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_9.
Texte intégralManduley, Aida, et Kira Manser. « Sex-Positive Approaches to Educating, Supporting, and Listening to TGD Youth in Clinical Encounters ». Dans Pediatric Gender Identity, 81–100. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38909-3_6.
Texte intégralLawson, Wenn. « Sexual Development and Gender Identity in Autism ». Dans The SAGE Handbook of Autism and Education, 511–16. 1 Oliver's Yard, 55 City Road London EC1Y 1SP : SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n41.
Texte intégralÖhrn, Elisabet, Lisa Asp-Onsjö et Ann-Sofie Holm. « Discourses on Gender and Achievement in Lower Secondary Education ». Dans The State, Schooling and Identity, 173–92. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_9.
Texte intégralCorrea, Deodrin. « The Construction of Gender Identity : A Semiotic Analysis ». Dans Race, Ethnicity and Gender in Education, 183–94. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_10.
Texte intégralActes de conférences sur le sujet "Gender identity in education"
Osadcha, Larysa, Natalia Komisarenko, Olena Oliinyk, Elena Polishchuk et Liudmyla Movchan. « GENDER IDENTITY OF PERSONALITY ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0563.
Texte intégralQosyasih, Nelis Nazziatus Sadiah, et Vina Adriany. « Constructing Gender Identity in Young Children ». Dans 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.
Texte intégralHuang, Bowen. « Gender Identity and Student Teamwork ». Dans IC4E 2021 : 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3450148.3450210.
Texte intégralLock, Robynne M., Zahra Hazari et Geoff Potvin. « Physics career intentions : The effect of physics identity, math identity, and gender ». Dans 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789702.
Texte intégralShoaib, Huma, Monica E. Cardella, Aasakiran Madamanchi et David Umulis. « Computation, Gender, and Engineering Identity Among Biomedical Engineering Undergraduates ». Dans 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028656.
Texte intégralKostyk, Liubov, et Vasyl Kostyk. « Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual ». Dans ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.
Texte intégralBottomley, Ewan, Kenneth I. Mavor, Paula J. Miles, Antje Kohnle et Vivienne Wild. « Gender effects in perceived recognition as a physicist and physics identity ». Dans 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.bottomley.
Texte intégralUlfiah, Ulfiah, Rahmat Safei et Sulasman Sulasman. « Parenting Style and Gender Role Identity Status Achievement in Late Teens ». Dans The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110810551062.
Texte intégralBronzino, Liubov, et Elena Kurmeleva. « Historical Transformation of Gender Identity Theoretical Explications in Postmodernism Context ». Dans 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.256.
Texte intégralStepashkina, Valeriya Aleksandrovna. « Gender-Role Identity Disorder As A Factor Of Women’s Unreadiness For Motherhood ». Dans 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.91.
Texte intégralRapports d'organisations sur le sujet "Gender identity in education"
Martino, W., J. Kassen, K. Omercajic et L. Dare. Supporting transgender and gender diverse students in Ontario schools : Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.
Texte intégralMarchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian et Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts : Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), janvier 2021. http://dx.doi.org/10.19088/ids.2021.017.
Texte intégralMarchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian et Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts : Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), janvier 2021. http://dx.doi.org/10.19088/ids.2021.048.
Texte intégralMaheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), décembre 2020. http://dx.doi.org/10.19088/creid.2020.012.
Texte intégralSuleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), décembre 2020. http://dx.doi.org/10.19088/creid.2020.013.
Texte intégralOlivetti, Claudia, Eleonora Patacchini et Yves Zenou. Mothers, Friends and Gender Identity. Cambridge, MA : National Bureau of Economic Research, novembre 2013. http://dx.doi.org/10.3386/w19610.
Texte intégralManzano Antón, R., G. Martínez Navarro et D. Gavilán Bouzas. Gender Identity, Consumption and Price Discrimination. Revista Latina de Comunicación Social, février 2018. http://dx.doi.org/10.4185/rlcs-2018-1261en.
Texte intégralHoward, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil et Philip Hayab. Vulnerability and Poverty During Covid-19 : Religious Minorities in Nigeria. Institute of Development Studies (IDS), novembre 2021. http://dx.doi.org/10.19088/creid.2021.013.
Texte intégralBertrand, Marianne, Jessica Pan et Emir Kamenica. Gender Identity and Relative Income within Households. Cambridge, MA : National Bureau of Economic Research, mai 2013. http://dx.doi.org/10.3386/w19023.
Texte intégralIdris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), juillet 2021. http://dx.doi.org/10.19088/k4d.2021.102.
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