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Статті в журналах з теми "Gender identity in education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 29 липня 2024

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1

de Leo, Daniela, and 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.

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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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2

Rasmussen, Mary Lou. "Beyond gender identity?" Gender and Education 21, no. 4 (June 9, 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, no. 3 (August 10, 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, no. 4 (December 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, and Jill Findeis. "Agricultural education: Gender identity and knowledge exchange." Journal of Rural Studies 24, no. 4 (October 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, no. 436-441 (December 1, 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, and Bettina Hannover. "How gender differences in academic engagement relate to students’ gender identity." Educational Research 56, no. 2 (April 3, 2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.

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8

McGeown, Sarah P., and Amy Warhurst. "Sex differences in education: exploring children’s gender identity." Educational Psychology 40, no. 1 (July 17, 2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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9

Al Baqi, Safiruddin. "How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood." JPUD - Jurnal Pendidikan Usia Dini 17, no. 1 (April 30, 2023): 108–19. http://dx.doi.org/10.21009/jpud.171.08.

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The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions. Keywords: early childhood; gender identity; teacher gender References: Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309 Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58. Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293 Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134. Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529 Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US. Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276 Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32 Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten). Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465 Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812 Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667 Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32. Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295. Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61. Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038 Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104 Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill. Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April). Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020 Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203. VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1 Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2

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10

Huttunen, Jouko. "Father's Impact on Son's Gender Role Identity." Scandinavian Journal of Educational Research 36, no. 4 (January 1992): 251–60. http://dx.doi.org/10.1080/0031383920360401.

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11

Romanov, I. V. "Characteristics of Adolescents' Gender Identity." Russian Education & Society 40, no. 7 (July 1998): 65–79. http://dx.doi.org/10.2753/res1060-9393400765.

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12

., Chandrakala. "EMERGENCE OF GENDER IDENTITY AND GENDER ROLES: A THEORETICAL ANALYSIS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 53 (September 1, 2022): 13457–63. http://dx.doi.org/10.21922/srjhsel.v10i53.11647.

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Анотація:

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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13

ten Dam, Geert, and Rally Rijkschroeff. "Teaching Women's History in Secondary Education: Constructing Gender Identity." Theory & Research in Social Education 24, no. 1 (January 1996): 71–88. http://dx.doi.org/10.1080/00933104.1996.10505770.

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14

Menvielle, Edgardo. "GENDER IDENTITY DISORDER." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 3 (March 1998): 243–44. http://dx.doi.org/10.1097/00004583-199803000-00001.

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15

Bradley, Susan J., and Kenneth J. Zucker. "GENDER IDENTITY DISORDER." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 3 (March 1998): 244–45. http://dx.doi.org/10.1097/00004583-199803000-00002.

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16

Loeb, Loretta R. "GENDER IDENTITY DISORDER." Journal of the American Academy of Child & Adolescent Psychiatry 38, no. 6 (June 1999): 639–40. http://dx.doi.org/10.1097/00004583-199906000-00005.

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17

Kassabolat, Aigul, Zhazira Agabekova, Kamariyash Kalkeyeva, and Roza Kalimzhanova. "THE PROBLEM OF GENDER IDENTITY AND EQUALITYIN PEDAGOGICAL THEORY AND PRACTICE." 3i intellect idea innovation - интеллект идея инновация 1 (2024): 68–75. http://dx.doi.org/10.52269/2266070_2024_1_68.

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The article examines the gender issue in education. The authors point out the need for scientific actualization of the problem of identity and equality based on the review of specialized literature. The advancement of gender identity and gender equality stands as a key direction within the Kazakhstan educational system. Of particular relevance to our study is the refinement of the epistemological underpinnings of gender equality and gender identity development. The purpose of the article is to determine why education is important for achieving gender equality, to identify measures to be taken in terms of promoting education within the realm of gender equality. The article presents an analysis of international regulatory documents, gender equality materials, and insights gathered from various countries worldwide, aiming to understand how some nations implement gender policies. The article's practical significance lies in its examination of global literature on gender equality, accompanied by a relevant research diagram. Survey data from L.N. Gumilyov Eurasian National University students are presented to gauge their views on gender equality in education. The central concept of the study posits that gender identification and equality are catalysts for social progress. The authors highlight the unique aspects of this issue development in Kazakhstan.

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18

Yang, Yan. "Identity and pedagogy in higher education: international comparisons." Gender and Education 26, no. 4 (June 7, 2014): 449–51. http://dx.doi.org/10.1080/09540253.2014.928458.

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19

Kumar, Pawan, and Raghav Acharya. "THE STUDY OF EDUCATION, HEALTH CARE AND WELFARE SCHEMES FOR TRANSGENDER IN DISTRICT NORTH DELHI." INTERNATIONAL JOURNAL OF ADVANCED RESEARCH IN COMMERCE, MANAGEMENT & SOCIAL SCIENCE 06, no. 04(II) (December 31, 2023): 171–76. http://dx.doi.org/10.62823/6.4(ii).6176.

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Transgender is the common term used for the expression, identity of transgender in the present socio-cultural context. The peculiar behaviour that differs from the norms expected from their birth or gender expression which does not match with ones assigned sex at the birth and identify them self with the transgender. The distinctiveness of transgender can be categories as transgender male, transgender female, male-to-female (MTF) and female to male (FTM). It also includes cross-dressers (those who wear clothes of the other), gender queer people (they feel they belonged to either both genders or neither gender) and trans-sexuals.

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20

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

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21

Zemouri, Hamida. "The Role of Sexual Education in Preventive Gender Identity Disorder." Technium Social Sciences Journal 53 (January 9, 2024): 206–16. http://dx.doi.org/10.47577/tssj.v53i1.10287.

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This current theoritical study aims at highlighting the role of sexual education in preventing sexual identity disorders. This is through: defining the concept, the causes and problems related to these disorders and the role of sexual education in preventing them, using the descriptive approach. The study concluded that sexual education provides teenagers and the youth withfacts about sexual deviations and their harmful effects, in addition to the outcomes resulting from them before establishing a correct sex formation in terms of concept and behavior. In the light of the accomplished results, a set of recommendations were provided most important of which isdefining a general framework for sexual education derived from our religion, civilization and that sexual education is an ongoing and integrated process in the house, at school and in various education-related social institutions.

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22

Luctkar-Flude, Marian, Jane Tyerman, Erin Ziegler, Benjamin Carroll, Chris Shortall, Lily Chumbley, and Deborah Tregunno. "Developing a Sexual Orientation and Gender Identity Nursing Education Toolkit." Journal of Continuing Education in Nursing 51, no. 9 (September 1, 2020): 412–19. http://dx.doi.org/10.3928/00220124-20200812-06.

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23

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, no. 5 (May 2015): 634–44. http://dx.doi.org/10.1097/acm.0000000000000657.

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24

Volman, Monique. "Care, Computers and the Playground: gender and identity in education." Discourse: Studies in the Cultural Politics of Education 18, no. 2 (August 1997): 229–39. http://dx.doi.org/10.1080/0159630970180205.

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25

Mason, Sarah Louise, and Alice Chik. "Age, Gender and Language Teacher Identity: Narratives from Higher Education." Sexuality & Culture 24, no. 4 (May 18, 2020): 1028–45. http://dx.doi.org/10.1007/s12119-020-09749-x.

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26

Paechter, Carrie. "Response to Mary Lou Rasmussen’s ‘Beyond Gender Identity’." Gender and Education 21, no. 4 (June 9, 2009): 449–53. http://dx.doi.org/10.1080/09540250902806248.

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27

Elorriaga, Alfonso. "The construction of male gender identity through choir singing at a Spanish secondary school." International Journal of Music Education 29, no. 4 (October 11, 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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28

Sumara, Dennis J. "Small Differences Matter: Interrupting Certainty About Identity in Teacher Education." Journal of Gay & Lesbian Issues in Education 4, no. 4 (September 2007): 39–58. http://dx.doi.org/10.1300/j367v04n04_04.

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Kelly, Maura, and Gordon Gauchat. "Feminist Identity, Feminist Politics." Sociological Perspectives 59, no. 4 (August 3, 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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Elliott, Catherine, Janet Mantler, and Joie Huggins. "Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education." International Journal of Gender and Entrepreneurship 13, no. 1 (May 19, 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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31

Furnham, Adrian, and Radhika Sen. "Lay Theories of Gender Identity Disorder." Journal of Homosexuality 60, no. 10 (September 23, 2013): 1434–49. http://dx.doi.org/10.1080/00918369.2013.819208.

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32

Feder, Emőke-Szidónia, and Renata-Dana Niţu-Antonie. "Connecting gender identity, entrepreneurial training, role models and intentions." International Journal of Gender and Entrepreneurship 9, no. 1 (March 13, 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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Kyselov, Sergiy, and Daria Synhaievska. "Performativity as a Factor of Gender Identity Plasticity." Empirio 1, no. 1 (February 5, 2024): 34–43. http://dx.doi.org/10.18523/3041-1718.2024.1.34-43.

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The article demonstrates how authority, as a form of address, influences the plasticity of gender. With the aim of exploring performativity as a factor in the plasticity of gender identity, the authors attempt to define how the bearer of gender identity is created.Significant attention is devoted to resisting endowment and realizing authority, which typifies hierarchical relations of status rather than genders. The latter are a consequence of the “capillary” nature of authority and institutionalize discursive practices. Consequently, an attempt is made to identify gender grammatology. For this purpose, classical works by J. Butler, P. Berger, and other authors who advocate for tracing the roots of social phenomena in the reality of everyday life are used.It is revealed that Ukraine is currently in a transitional stage towards postmodernism. A conceptual perspective is proposed, viewing gender as a role daily created. The assumption is made that subjectivity arises from the mechanism of denial, where the denied external becomes a critically immanent characteristic. It is explored that the plasticity of gender is achieved through several stages, including intersubjective interaction through habituation, typification, institutionalization, and legitimation. It is proven that resolving the crisis of traditional gender connotation can be achieved through civic education, capable of overcoming the implosion of mass consciousness, which absorbs pre-formed meanings without any reflection, lacking “neither attribute, nor predicate, nor quality, nor reference.” However, launching a systemic counter-agent instead of a “mental virus” can change parochial-gender perception. Embracing the discursive nature of gender and materialism of its dispositif, “HERstory” can find its voice without being on the other side of the “transcendent” “HISstory.”

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34

Miller, Nancy B., R. Frank Falk, and Yinmei Huang. "Gender Identity and the Overexcitability Profiles of Gifted College Students." Roeper Review 31, no. 3 (June 30, 2009): 161–69. http://dx.doi.org/10.1080/02783190902993920.

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35

Bhopal, Kalwant. "Gender, identity and experience: Researching marginalised groups." Women's Studies International Forum 33, no. 3 (May 2010): 188–95. http://dx.doi.org/10.1016/j.wsif.2009.12.005.

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36

Wu, Lina, and Wan Farah Wani Binti Wan Fakhruddin. "Construction and Application of Education Discourse Analysis for Functional Linguistic Influencing Gender Identity: From the Perspective Educational Cultural Values & Social Context." Educational Administration: Theory and Practice 29, no. 4 (October 12, 2023): 252–68. http://dx.doi.org/10.52152/kuey.v29i4.863.

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Educational culture is a community or society's values, conventions, and practices that guide educational systems and institutions. It includes schools, universities, informal learning contexts, pedagogical methodologies, curriculum design, and education attitudes. Gender identity based on male and female teachers and its impact at the empowerment of female teachers in education sector have garnered huge interest from researchers and students across numerous fields of examine. This particular study sought to delve into the connection between gender identity and female teacher empowerment in education sector, with a particular recognition on exploring the moderating function of Linguistic Discourse in education and the mediating role of educational cultural values and educational social context . A sample of 500 women spanning numerous areas and socioeconomic backgrounds inside the China become recruited, encompassing an age range of 18 to sixty five years. To acquire information, an online survey was employed, which integrated standardized measures of gender identity, cultural values, educational social context , and empowerment in education sector. Additionally, a comprehensive evaluation of participants' communication patterns and language usage in education sector was conducted to assess Educational linguistic discourse in education sector. Structured equation modeling was used to conduct statistical analysis. Results indicated that gender identity predicts female teacher empowerment in education sector significantly, and that educational cultural values and educational social context partially mediate this relationship. Women who held more progressive educational cultural values and perceived a more supportive social environment reported greater levels of empowerment. In addition, educational linguistic discourse in education moderated the relationship between gender identity and female teacher empowerment in a substantial way. The relationship between gender identity and empowerment was stronger among women who used more inclusive language and avoided gender stereotypes. These findings shed light on the complexity of female teacher empowerment in education and how gender identity, educational cultural values, educational social context, and language use shape women's experiences. The study emphasizes developing progressive educational cultural values and a supportive social environment in education sector to empower women and reduce gender inequities. The study emphasizes inclusive language and eliminating gender stereotypes to promote gender equality and women's empowerment.

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37

Wu, Lina, and Wan Farah Wani Binti Wan Fakhruddin. "Construction and Application of Education Discourse Analysis for Functional Linguistic Influencing Gender Identity: From the Perspective Educational Cultural Values & Social Context." Educational Administration: Theory and Practice 29, no. 4 (October 12, 2023): 252–69. http://dx.doi.org/10.52152/kuey.v29i4.1086.

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Анотація:

Educational culture is a community or society's values, conventions, and practices that guide educational systems and institutions. It includes schools, universities, informal learning contexts, pedagogical methodologies, curriculum design, and education attitudes. Gender identity based on male and female teachers and its impact at the empowerment of female teachers in education sector have garnered huge interest from researchers and students across numerous fields of examine. This particular study sought to delve into the connection between gender identity and female teacher empowerment in education sector, with a particular recognition on exploring the moderating function of Linguistic Discourse in education and the mediating role of educational cultural values and educational social context . A sample of 500 women spanning numerous areas and socioeconomic backgrounds inside the China become recruited, encompassing an age range of 18 to sixty five years. To acquire information, an online survey was employed, which integrated standardized measures of gender identity, cultural values, educational social context , and empowerment in education sector. Additionally, a comprehensive evaluation of participants' communication patterns and language usage in education sector was conducted to assess Educational linguistic discourse in education sector. Structured equation modeling was used to conduct statistical analysis. Results indicated that gender identity predicts female teacher empowerment in education sector significantly, and that educational cultural values and educational social context partially mediate this relationship. Women who held more progressive educational cultural values and perceived a more supportive social environment reported greater levels of empowerment. In addition, educational linguistic discourse in education moderated the relationship between gender identity and female teacher empowerment in a substantial way. The relationship between gender identity and empowerment was stronger among women who used more inclusive language and avoided gender stereotypes. These findings shed light on the complexity of female teacher empowerment in education and how gender identity, educational cultural values, educational social context, and language use shape women's experiences. The study emphasizes developing progressive educational cultural values and a supportive social environment in education sector to empower women and reduce gender inequities. The study emphasizes inclusive language and eliminating gender stereotypes to promote gender equality and women's empowerment.

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38

Nicholls, Rachael. "Que(e)rying my Teacher Identity." Journal of LGBT Youth 10, no. 4 (October 2013): 388–93. http://dx.doi.org/10.1080/19361653.2013.825202.

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39

Toft, Alex, Anita Franklin, and Emma Langley. "Young disabled and LGBT+: negotiating identity." Journal of LGBT Youth 16, no. 2 (January 8, 2019): 157–72. http://dx.doi.org/10.1080/19361653.2018.1544532.

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40

KEHILY, MARY JANE. "Self-narration, Autobiography and Identity Construction." Gender and Education 7, no. 1 (March 1995): 23–32. http://dx.doi.org/10.1080/713668459.

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41

Severe, Michael K. "Sexual Orientation and Gender Identity Issues in Educational Ministry." Christian Education Journal: Research on Educational Ministry 18, no. 2 (August 2021): 229–31. http://dx.doi.org/10.1177/07398913211004608.

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42

Palomares, Nicholas A. "Gender Schematicity, Gender Identity Salience, and Gender-Linked Language Use." Human Communication Research 30, no. 4 (October 2004): 556–88. http://dx.doi.org/10.1111/j.1468-2958.2004.tb00745.x.

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43

Burke, Ken, Nancy Burroughs‐Denhart, and Glen McClish. "Review essay: Androgyny and identity in gender communication." Quarterly Journal of Speech 80, no. 4 (November 1994): 482–97. http://dx.doi.org/10.1080/00335639409384089.

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44

Kostovicova, Denisa, and Albert Prestreshi. "Education, gender and religion: identity transformations among Kosovo Albanians in London." Journal of Ethnic and Migration Studies 29, no. 6 (November 2003): 1079–96. http://dx.doi.org/10.1080/1369183032000171375.

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45

Ball, Amanda, and Joanna Brewis. "Gender counts: “work”, “life” and identity in accounting practice and education." Pacific Accounting Review 20, no. 2 (July 18, 2008): 85–93. http://dx.doi.org/10.1108/01140580810892436.

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46

Sohn, Michael, and Hartmut A. G. Bosinski. "Continuing Medical Education: Gender Identity Disorders: Diagnostic and Surgical Aspects (CME)." Journal of Sexual Medicine 4, no. 5 (September 2007): 1193–208. http://dx.doi.org/10.1111/j.1743-6109.2007.00580.x.

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47

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

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48

Taylor, Yvette. "Facts, fictions, identity constrictions: Sexuality, gender and class in higher education." Lesbian & Gay Psychology Review 10, no. 1 (September 2009): 38–41. http://dx.doi.org/10.53841/bpslg.2009.10.1.38.

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In this piece I aim to provide some personal, professional and, at times, provocative insights into the negotiation of identities within higher education. I seek to combine classed, gendered and sexual identities and inequalities as significant to the experience of university. Many feminist writers have pointed to the structuring of education as it solidifies, rather than challenges, social divisions. In referencing such scholarly research, and in combining this with personal positioning and tension, I seek to highlight the complexities of ‘coming out’ in relation sexuality, gender and class, where the constrictions of academia often means that there is little space to do so.

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49

Alderton, Julie. "Kelly’s story: transformative identity work in primary mathematics teacher education." Gender and Education 32, no. 2 (June 13, 2017): 145–60. http://dx.doi.org/10.1080/09540253.2017.1336204.

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50

Acharya, Sukanta. "Identity, Technological Communication and Education in the Age of Globalization." Gender, Technology and Development 11, no. 3 (January 2007): 339–56. http://dx.doi.org/10.1177/097185240701100303.

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