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Articoli di riviste sul tema "Gender identity in education"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 2 marzo 2023

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1

de Leo, Daniela, e Gabriella Armenise. "Children’s literature in Latin America: Gender identity in the education." Revista Internacional de Culturas y Literaturas, n. 25 (2022): 108–30. http://dx.doi.org/10.12795/ricl2022.i25.08.

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This essay explores the notion of gender identity as a dynamic process, modelled by socio-cultural relationships, in the context of education in Latin America. The historical construction of schooling in recent decades is discussed through some documents of UNESCO. As an example of gender inequality within educational proposals, some texts from children’s literature will be analysed to highlight the gender stereotypes that still exist in the editorial industry today.

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Rasmussen, Mary Lou. "Beyond gender identity?" Gender and Education 21, n. 4 (9 giugno 2009): 431–47. http://dx.doi.org/10.1080/09540250802473958.

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3

North, Connie E. "ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference". Equity & Excellence in Education 43, n. 3 (10 agosto 2010): 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.

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4

Yates, S. J. "Gender, identity and CMC". Journal of Computer Assisted Learning 13, n. 4 (dicembre 1997): 281–90. http://dx.doi.org/10.1046/j.1365-2729.1997.00031.x.

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5

Trauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier e Jill Findeis. "Agricultural education: Gender identity and knowledge exchange". Journal of Rural Studies 24, n. 4 (ottobre 2008): 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.

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6

Omokhodion, Julia Otibhor. "Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria". Ekistics and The New Habitat 73, n. 436-441 (1 dicembre 2006): 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.

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The author, holder of a Bachelor's degree in Sociology, a Masters'degree in Education Sociology, both from the University of Lagos, Nigeria, and a Ph.D in Sociology of Education from the University of Birmingham, England, is currently an Associate Professor of Sociology of Education at Lagos State University, and an Adjunct Professorat Union Institute and University Graduate College, Cincinnati, Ohio,USA. She has over 40 publications (national and international) which include journal articles, book chapters, monographs, text books and commissioned empirical research reports. Dr Omokhodion is an external examiner to some Nigerian universities, a consultant to UNICEF, UNESCO and UNDP, Nigeria Country Offices, Federal Ministry of Education, National Commission for Mass Literacy, Adult and Non-Formal education, and does accreditation of Courses for Nigerian Colleges of Education. She is currently working on an expanded version of her book on the Sociology of Esan, Edo State, Nigeria and on another book on The Sociology of African Families. Dr Omokhodion is a member of the World Society for Ekistics. The text that follows is a slightly revised and edited version of a paper presented at the international symposion on "Globalization and LocalIdentity," organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September 2005.

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7

Kessels, Ursula, Anke Heyder, Martin Latsch e Bettina Hannover. "How gender differences in academic engagement relate to students’ gender identity". Educational Research 56, n. 2 (3 aprile 2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.

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8

McGeown, Sarah P., e Amy Warhurst. "Sex differences in education: exploring children’s gender identity". Educational Psychology 40, n. 1 (17 luglio 2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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9

Huttunen, Jouko. "Father's Impact on Son's Gender Role Identity". Scandinavian Journal of Educational Research 36, n. 4 (gennaio 1992): 251–60. http://dx.doi.org/10.1080/0031383920360401.

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10

Romanov, I. V. "Characteristics of Adolescents' Gender Identity". Russian Education & Society 40, n. 7 (luglio 1998): 65–79. http://dx.doi.org/10.2753/res1060-9393400765.

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11

Menvielle, Edgardo. "GENDER IDENTITY DISORDER". Journal of the American Academy of Child & Adolescent Psychiatry 37, n. 3 (marzo 1998): 243–44. http://dx.doi.org/10.1097/00004583-199803000-00001.

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12

Bradley, Susan J., e Kenneth J. Zucker. "GENDER IDENTITY DISORDER". Journal of the American Academy of Child & Adolescent Psychiatry 37, n. 3 (marzo 1998): 244–45. http://dx.doi.org/10.1097/00004583-199803000-00002.

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Loeb, Loretta R. "GENDER IDENTITY DISORDER". Journal of the American Academy of Child & Adolescent Psychiatry 38, n. 6 (giugno 1999): 639–40. http://dx.doi.org/10.1097/00004583-199906000-00005.

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14

ten Dam, Geert, e Rally Rijkschroeff. "Teaching Women's History in Secondary Education: Constructing Gender Identity". Theory & Research in Social Education 24, n. 1 (gennaio 1996): 71–88. http://dx.doi.org/10.1080/00933104.1996.10505770.

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15

., Chandrakala. "EMERGENCE OF GENDER IDENTITY AND GENDER ROLES: A THEORETICAL ANALYSIS". SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, n. 53 (1 settembre 2022): 13457–63. http://dx.doi.org/10.21922/srjhsel.v10i53.11647.

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The aim of this study is to identity of gender and its role in the society. Relationships between groups of women and men. An individual's concept of them, or gender identity. In this way the investigator identifies Gender socialization occurs through four major agents, family, education, peer groups, and mass media. Each agent reinforces gender roles by creating and maintaining normative expectations for gender-specific behaviour. Exposure also occurs through secondary agents, such as religion and the workplace.

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16

Yang, Yan. "Identity and pedagogy in higher education: international comparisons". Gender and Education 26, n. 4 (7 giugno 2014): 449–51. http://dx.doi.org/10.1080/09540253.2014.928458.

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Bennett, Dawn, Sophie Hennekam, Sally Macarthur, Cat Hope e Talisha Goh. "Hiding gender: How female composers manage gender identity". Journal of Vocational Behavior 113 (agosto 2019): 20–32. http://dx.doi.org/10.1016/j.jvb.2018.07.003.

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18

Luctkar-Flude, Marian, Jane Tyerman, Erin Ziegler, Benjamin Carroll, Chris Shortall, Lily Chumbley e Deborah Tregunno. "Developing a Sexual Orientation and Gender Identity Nursing Education Toolkit". Journal of Continuing Education in Nursing 51, n. 9 (1 settembre 2020): 412–19. http://dx.doi.org/10.3928/00220124-20200812-06.

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19

Mansh, Matthew, William White, Lea Gee-Tong, Mitchell R. Lunn, Juno Obedin-Maliver, Leslie Stewart, Elizabeth Goldsmith et al. "Sexual and Gender Minority Identity Disclosure During Undergraduate Medical Education". Academic Medicine 90, n. 5 (maggio 2015): 634–44. http://dx.doi.org/10.1097/acm.0000000000000657.

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Volman, Monique. "Care, Computers and the Playground: gender and identity in education". Discourse: Studies in the Cultural Politics of Education 18, n. 2 (agosto 1997): 229–39. http://dx.doi.org/10.1080/0159630970180205.

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21

Mason, Sarah Louise, e Alice Chik. "Age, Gender and Language Teacher Identity: Narratives from Higher Education". Sexuality & Culture 24, n. 4 (18 maggio 2020): 1028–45. http://dx.doi.org/10.1007/s12119-020-09749-x.

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22

Paechter, Carrie. "Response to Mary Lou Rasmussen’s ‘Beyond Gender Identity’". Gender and Education 21, n. 4 (9 giugno 2009): 449–53. http://dx.doi.org/10.1080/09540250902806248.

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23

Sumara, Dennis J. "Small Differences Matter: Interrupting Certainty About Identity in Teacher Education". Journal of Gay & Lesbian Issues in Education 4, n. 4 (settembre 2007): 39–58. http://dx.doi.org/10.1300/j367v04n04_04.

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24

Furnham, Adrian, e Radhika Sen. "Lay Theories of Gender Identity Disorder". Journal of Homosexuality 60, n. 10 (23 settembre 2013): 1434–49. http://dx.doi.org/10.1080/00918369.2013.819208.

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25

Kelly, Maura, e Gordon Gauchat. "Feminist Identity, Feminist Politics". Sociological Perspectives 59, n. 4 (3 agosto 2016): 855–72. http://dx.doi.org/10.1177/0731121415594281.

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Feminist scholars and activists have endorsed a broad and intersectional political agenda that addresses multiple dimensions of inequality, such as gender, sexuality, race/ethnicity, and class. We examine whether or not this perspective is also held by self-identified feminists in the general public. Drawing on public opinion polls from 2007 to 2009, we assess self-identified feminists’ attitudes toward a range of social policies. We find that after controlling for sociodemographic factors and political ideology, feminist identity is associated with progressive attitudes on policies related to gender and sexuality (e.g., abortion) as well as policies related to other social justice issues (e.g., immigration, health care). We also find some interactions between feminist identity and gender, age, education, and political ideology, suggesting some heterogeneity in feminists’ political attitudes. Overall, these findings suggest that feminists in the general public support an intersectional social justice agenda rather than a narrow focus on gender issues.

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Elorriaga, Alfonso. "The construction of male gender identity through choir singing at a Spanish secondary school". International Journal of Music Education 29, n. 4 (11 ottobre 2011): 318–32. http://dx.doi.org/10.1177/0255761411421091.

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Several authors have recently investigated the psychological aspects that play a determinant role in choral singing during adolescence. One of these aspects is vocal identity, which influences the construction of gender identity according to adolescents’ needs and societal gender roles. This article focuses on gender aspects of vocal identity during adolescence and describes a case study carried out with male adolescent singers at a secondary school choir in Spain. Qualitative data were collected and analyzed in order to get a deeper knowledge about the relationship between boys’ vocal identity and their gender identity. There was enough evidence to show that male adolescents felt more engaged with choral singing when they realized that their vocal identity was a powerful tool for constructing their male gender identity.

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27

Feder, Emőke-Szidónia, e Renata-Dana Niţu-Antonie. "Connecting gender identity, entrepreneurial training, role models and intentions". International Journal of Gender and Entrepreneurship 9, n. 1 (13 marzo 2017): 87–108. http://dx.doi.org/10.1108/ijge-08-2016-0028.

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Purpose This paper aims to establish the antecedents of the entrepreneurial intentions in the case of youth beneficiaries of entrepreneurial higher education studies and/or entrepreneurial role models, being grounded in the theoretical framework of rational action and planned behavior (TPB) reference model (Ajzen, 1991, 2002). Design/methodology/approach The quantitative study took place in the biggest academic center in the western part of Romania, by applying a questionnaire-based survey between 2008 and 2015 on 650 students, both female and male participants. The authors’ research endeavor to model different types of factors influencing entrepreneurial intentions, required the assessment of alternative configuration models via structural equation modeling, completed with several statistical tools, including descriptive statistics, scale reliability, factor and validity analysis, respectively, pairwise critical ratio differences. Findings At the level of investigated sample, composed of 650 students from the Timisoara academic center, the empirical results of the study highlighted that: entrepreneurial higher education training and behavioral characteristics are significant and direct predictors of entrepreneurial intentions; behavioral characteristics also mediates the influence of psychological characteristics and of parental or social environmental specific entrepreneurial role models on entrepreneurial intentions; gender identity is a moderator, differentiating the direct effects of entrepreneurial education and behavioral characteristics on entrepreneurial intentions. Research limitations/implications The proposed research model does not seek to explain the inclination of the surveyed students to act according to their entrepreneurial intention; also, the obtained empirical results cannot be generalized because of the restricted sample size. The theoretical utility of the research regards the predictability enhancement of the reference TPB model on identifying the antecedents of entrepreneurial intentions in diverse national contexts and investigated populations. At practical level, the study sustains the importance of tertiary entrepreneurial education in stimulating youth’s entrepreneurial intentions, especially for women, along with the detection of motives of preferring an entrepreneurial career and sustaining it through personalized entrepreneurial education programs. Originality/value The papers originality is conferred by the following: large, comprehensive and relevant investigation sphere of the direct, mediator and moderator influencing factors of entrepreneurial intentions in the case of youth; respectively by research methodology applying four configuration models; and the empirical analysis performed via structural equation modeling and multi-group moderation. The value of the paper consists in its theoretical and empirical contribution on investigating and enhancing the role of entrepreneurial spirit stimulating academic education for specific contexts and investigated groups.

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Elliott, Catherine, Janet Mantler e Joie Huggins. "Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education". International Journal of Gender and Entrepreneurship 13, n. 1 (19 maggio 2021): 50–74. http://dx.doi.org/10.1108/ijge-04-2020-0048.

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Purpose Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education. Design/methodology/approach A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap. Findings While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent. Research limitations/implications Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples. Practical implications Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy. Originality/value This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

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29

Miller, Nancy B., R. Frank Falk e Yinmei Huang. "Gender Identity and the Overexcitability Profiles of Gifted College Students". Roeper Review 31, n. 3 (30 giugno 2009): 161–69. http://dx.doi.org/10.1080/02783190902993920.

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30

Bhopal, Kalwant. "Gender, identity and experience: Researching marginalised groups". Women's Studies International Forum 33, n. 3 (maggio 2010): 188–95. http://dx.doi.org/10.1016/j.wsif.2009.12.005.

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31

Palomares, Nicholas A. "Gender Schematicity, Gender Identity Salience, and Gender-Linked Language Use". Human Communication Research 30, n. 4 (ottobre 2004): 556–88. http://dx.doi.org/10.1111/j.1468-2958.2004.tb00745.x.

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Severe, Michael K. "Sexual Orientation and Gender Identity Issues in Educational Ministry". Christian Education Journal: Research on Educational Ministry 18, n. 2 (agosto 2021): 229–31. http://dx.doi.org/10.1177/07398913211004608.

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33

Nicholls, Rachael. "Que(e)rying my Teacher Identity". Journal of LGBT Youth 10, n. 4 (ottobre 2013): 388–93. http://dx.doi.org/10.1080/19361653.2013.825202.

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Toft, Alex, Anita Franklin e Emma Langley. "Young disabled and LGBT+: negotiating identity". Journal of LGBT Youth 16, n. 2 (8 gennaio 2019): 157–72. http://dx.doi.org/10.1080/19361653.2018.1544532.

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KEHILY, MARY JANE. "Self-narration, Autobiography and Identity Construction". Gender and Education 7, n. 1 (marzo 1995): 23–32. http://dx.doi.org/10.1080/713668459.

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36

Burke, Ken, Nancy Burroughs‐Denhart e Glen McClish. "Review essay: Androgyny and identity in gender communication". Quarterly Journal of Speech 80, n. 4 (novembre 1994): 482–97. http://dx.doi.org/10.1080/00335639409384089.

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37

Kostovicova, Denisa, e Albert Prestreshi. "Education, gender and religion: identity transformations among Kosovo Albanians in London". Journal of Ethnic and Migration Studies 29, n. 6 (novembre 2003): 1079–96. http://dx.doi.org/10.1080/1369183032000171375.

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38

Ball, Amanda, e Joanna Brewis. "Gender counts: “work”, “life” and identity in accounting practice and education". Pacific Accounting Review 20, n. 2 (18 luglio 2008): 85–93. http://dx.doi.org/10.1108/01140580810892436.

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Sohn, Michael, e Hartmut A. G. Bosinski. "Continuing Medical Education: Gender Identity Disorders: Diagnostic and Surgical Aspects (CME)". Journal of Sexual Medicine 4, n. 5 (settembre 2007): 1193–208. http://dx.doi.org/10.1111/j.1743-6109.2007.00580.x.

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40

Zhang, Zhe, Alexa Solazzo e Bridget K. Gorman. "Education and health: The joint role of gender and sexual identity". SSM - Population Health 12 (dicembre 2020): 100668. http://dx.doi.org/10.1016/j.ssmph.2020.100668.

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41

Alderton, Julie. "Kelly’s story: transformative identity work in primary mathematics teacher education". Gender and Education 32, n. 2 (13 giugno 2017): 145–60. http://dx.doi.org/10.1080/09540253.2017.1336204.

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42

Acharya, Sukanta. "Identity, Technological Communication and Education in the Age of Globalization". Gender, Technology and Development 11, n. 3 (gennaio 2007): 339–56. http://dx.doi.org/10.1177/097185240701100303.

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43

Winn, Laura L., e Donald L. Rubin. "Enacting Gender Identity in Written Discourse". Journal of Language and Social Psychology 20, n. 4 (dicembre 2001): 393–418. http://dx.doi.org/10.1177/0261927x01020004001.

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Brito, Sofia, Nuno Santos Carneiro e Conceição Nogueira. "Playing gender(s): the re/construction of a suspect ‘gender identity’ through play". Ethnography and Education 16, n. 4 (3 maggio 2021): 384–401. http://dx.doi.org/10.1080/17457823.2021.1922927.

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Stritikus, Tom, e Diem Nguyen. "Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth". American Educational Research Journal 44, n. 4 (dicembre 2007): 853–95. http://dx.doi.org/10.3102/0002831207308645.

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This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest that gender functions as a complex social category for recent immigrants that shifts across social contexts. The authors argue that accounting for a full picture of gender identity more accurately captures the manner in which recent immigrant students adapt to U.S. schooling.

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Hungerford, Joan K., e Alexandria P. Sobolew-Shubin. "Sex-Role Identity, Gender Identity, and Self-Schemata". Psychology of Women Quarterly 11, n. 1 (marzo 1987): 1–10. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00769.x.

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Forty females and 40 males were shown slides of masculine and feminine phrases controlled for social desirability, sex-linked content, syllable length, and negative semantic construction to evaluate schematic processing on the dimensions of masculinity and femininity. Their responses to the phrases were timed. The BSRI, PAQ, and SSRIQ administered subsequent to the slide presentation were used to categorize subjects into groups of masculine, feminine, androgynous, and undifferentiated. Comparisons between the groups evaluated by the different scales indicated that the PAQ was the best predictor of schematic processing and that the SSRIQ and gender were not predictors of schematic processing. Correlations between the SSRIQ and the masculine and feminine scales of the BSRI and PAQ provided evidence partially supportive of Storms's (1979) theory that sex-role identity influences the development of same-sex-typed attributes but does not influence opposite-sex-typed attributes.

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Hasanah, Lathipah, Mohamad Syarif Sumantri, Nurbiana Dhieni e Nopiana Nopiana. "Introduction of Gender Identity through Role-playing Activities in Early Childhood". Universal Journal of Educational Research 8, n. 12A (dicembre 2020): 7296–304. http://dx.doi.org/10.13189/ujer.2020.082512.

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Edwards, Keith E. "Becoming a Man: A Longitudinal Study of Men's Gender Identity Development". Journal of College Student Development 63, n. 2 (marzo 2022): 185–99. http://dx.doi.org/10.1353/csd.2022.0014.

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Miles, Jeffrey A., e Stefanie E. Naumann. "Science self-efficacy in the relationship between gender & science identity". International Journal of Science Education 43, n. 17 (28 ottobre 2021): 2769–90. http://dx.doi.org/10.1080/09500693.2021.1986647.

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Davis, James Earl. "Race, Gender, and Sexuality: (Un)Doing Identity Categories in Educational Research". Educational Researcher 31, n. 4 (maggio 2002): 29–32. http://dx.doi.org/10.3102/0013189x031004029.

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