Awareness Of Gender Issues Research Articles

The Involvement of The New Men's Alliance Movement in Realizing Gender Equality and Justice

Gender-based social movements in Indonesia emerged very late compared to countries in the Americas, Europe, and Australia. The New Men’s Alliance (Aliansi Laki-Laki Baru or ALB) is a gender-based social movement in Indonesia whose members are mostly men. The emergence of the New Men’s Alliance is a significant step in promoting gender equality and justice. This research aimed to identify the involvement of new men’s alliances through in-depth interviews with key ALB members and analysis of documents relevant to the research. Data were analyzed using Spardley analysis, which divided data into analysis and taxonomy domains. The research results showed that ALB actors have an important role in the formation of ALB, including other individuals, gender activists, scientists, and community members who are concerned about gender issues. Actor involvement was seen in various stages, such as conceptualizing the name of ALB, acting as an intermediary with other stakeholders, conducting online discussions through websites and social media platforms, and formulating a code of ethics when introducing it to other organizations. ALB organizes campaigns, seminars, and workshops to increase men’s awareness of gender issues while collaborating with women and feminist groups. ALB advocates for policy change by amplifying the voices of male advocates for gender equality in policy forums. ALB can influence normative and legal transformations that uphold gender justice. Overall, ALB has shown to be an important force in upholding gender equity and justice in Indonesia. By involving multiple stakeholders, gaining support from partner organizations, and implementing effective strategies, ALB makes an invaluable contribution to driving positive social transformation. Keywords: Involvement; New Men’s Alliance; Gender Equality; Gender Justice

The Effect of the Gender Inequality Sensitivity Training Program Based on Active Learning

In the study, it was aimed to test the effectiveness of the Gender Inequality Sensitivity Training Program Based on Active Learning, which was prepared to develop sensitivity to gender inequality. The research was conducted with 26 participants studying in the Guidance and Psychological Counselling department of a university in the Central Anatolia Region in the 2019-2020 academic year. This study is a mixed-method research. In the quantitative part of the research, a quasi-experimental application was conducted with a 2x2 pre-test-post-test control group. In the qualitative part, the activity products and assignments obtained during the training were evaluated. The quantitative data of the research were collected through the Attitudes towards Gender Roles Scale and Personal Information Form, and the qualitative data were collected through the activity products and assignments obtained during the training. A 12-week-long Gender Inequality Sensitivity Training Program Based on Active Learning was applied to the experimental group. The findings showed that the training program increased the gender roles total attitude scores and traditional gender role scores of the experimental group participants significantly. In addition, after the experimental procedure, it was determined that there was a significant difference in favour of the experimental group regarding the total score, female, traditional, and male gender role sub-dimensions between the experimental and control groups. Qualitative findings showed that the program increased participants’ awareness of gender issues.

Bibliographic analysis: the trends of gendered sustainable energy studies

Energy studies need to consider a gender perspective to encourage sustainable human development, since it is an inseperable part of human life. The awareness of gender issues within sustainable energy studies increases along with its acknowledgment within the sustainable development goals (SDGs). Therefore, the main objective of this paper is to identify the research trends of gender issue in sustainable energy studies. This paper utilizes bibliometric techniques on 379 publications related to gender and sustainable energy which are indexed in the Web of Science (WoS) database as of October 2021. The result shows the growing number of annual publications. This paper also analyzes the keyword co-occurrence to identify the common concept within the area of study. Furthermore, based on 18 most influential articles, this paper discovers four categories of research trend within the field. Finally, according to term co-occurrence analysis, this paper raises several emerging discourses within the field.

Learning to Teach, Teaching to Learn: A self-study to Promote Gender Awareness through Debates in Teacher Education

ABSTRACT Education should encourage active citizenship through a critical and transformative lens to promote a more just, equal, and inclusive society. This article presents a self-study that examines my teaching practice as a novice teacher educator. It describes my first experience using debates to discuss gender inequalities through critical pedagogy. With this study I aimed to answer: (1) What can I learn from my first attempt to use debates that focus on gender issues in teacher education to improve my teaching practices based on critical pedagogy? and (2) How can participation in debates frame pre-service teachers personal and professional views on gender issues? Data collection methods included the teacher diary, students’ surveys, exit slips and a group interview. Data analysis encompassed both more traditional techniques (i.e., data analysis spiral method) and more complex and relational methods (i.e., thinking with theory). Findings are presented through a visual network showing the connections among three categories: tensions to improve, positive lens, and awareness of gender issues. This article, therefore, makes public the knowledge built and created through my experience so that it can inform my (and potentially others’) future practice. Findings show that debates offer a variety of benefits for teacher education in terms of both pedagogical insights and raising awareness about critical issues. However, debates are not magic formulas, and they may not serve nor impact all pre-service teachers in the same way.

Variation in Women’s Success across PhD Programs in Economics

We document wide and persistent variation in women’s representation and success across graduate programs in economics. Using new data on early career outcomes for recent graduates, including first job placement, publications, and promotion, we rank (anonymized) departments on outcomes for women relative to men graduating from the same program. We then conduct interviews with faculty and former students from five programs with better and worse relative outcomes. We find that departments with better outcomes for women also hire more women faculty, facilitate advisor–student contact, provide collegial research seminars, and are notable for senior faculty with awareness of gender issues. We offer our qualitative evidence as the first step in learning about “what works” in expanding women’s representation in economics.

Integrating Gender Issues into the Teaching of Art Appreciation at University Level

The aim of the present study is to integrate gender equality education into the university art appreciation curriculum. Through a process of pedagogical research, the study explores how the incorporation of gender issues into the curriculum can help to enhance both students’ gender awareness and their art appreciation capabilities. During the process of implementing the research, use was made of analysis of students’ learning sheets and feedback forms, along with class observation, interviews and reflective journal writing, to examine the effects of integrating gender issues into university-level art appreciation teaching and the impact on students.
 The research results - both in terms of the quantitative questionnaires and qualitative data and reports - showed that there had been an improvement in both students' awareness of gender issues and their art appreciation capabilities. With regard to awareness of gender issues, students were able to: understand how traditional gender roles affect individuals' learning and development; appreciate that housework responsibilities should be shared; realize that, when faced with gender discrimination in the workplace, one can choose to use one's actions and attitude to demonstrate one's capabilities; recognize the need to work through the family, the media, the legal system, the education system etc. to change people's preconceptions; realize that compensation should be based on ability, not gender; demonstrate respect for transgender people. The students felt that it was important for the curriculum to give them the opportunity to reflect, to change, to progress, and to not be constrained by gender, in order for everyone to be able to develop their full potential. In regard to art appreciation, students were able to use description, analysis, interpretation and judgment to appreciate art works, films etc. of different types. Finally, the students were also able to utilize the methods of art appreciation to analyze short films that embody or challenge gender stereotypes, and to identify examples of gender stereotyping. The students reported having had their awareness of gender stereotypes raised, and were able to compile reports that demonstrated an enhanced awareness of gender issues.

Women’s awareness of gender issues in Chinese tourism academia

Gender imbalance in academia has received increasing attention all over the world. However, research on this highly important issue with regard to tourism academia is still in its infancy. To address the research agenda on gender, this study explores Chinese women scholars’ perceptions of gender issues in Chinese tourism academia through qualitative interviews. The findings show that Chinese women scholars generally have a low awareness of gender issues, influenced by several factors such as personal experience, family supports, and characteristics of tourism academia. Thirteen gender-related differences in tourism academia were further identified under three themes: the representation of gender gaps, gender factors contributing to these gender gaps, and gender inequality or discrimination. The paper concludes that more research on this issue is needed.

Low Awareness of Occupational Segregation and the Gender Pay Gap: No Changes Over a 16-year Span

Three studies conducted in three different decades (1996, 2007, and 2012) investigated awareness of occupational segregation and the gender pay gap. Participants’ estimates of the percentage of female workers in an occupation and their pay were compared to U.S. Bureau of Labor Statistics data to assess the accuracy of the estimates. The results indicated that although college students were aware of the existence of occupational segregation and the gender pay gap, they were unaware of the magnitude of occupational segregation by gender and substantially underestimated the size of the gender pay gap. Over a 16-year period this low awareness of gender issues in the workplace remained remarkably consistent, which could contribute to complacency about the gender pay gap and thereby maintain the status quo. Study 2 also found that individuals high in modern sexism compared to those low in modern sexism were less aware of the gender pay gap. The implications of low awareness of these gender issues are discussed.

Budget Time

This article presents a gender-based negotiation simulation designed to make participants aware of gender-based stereotypes and their effect on negotiation outcomes. In this simulation, the current research on gender issues is animated via three role sheets: (a) Vice president (VP), (b) advantaged department head, and (c) disadvantaged department head. While the VP role is the same for everyone, the participants who play the role of department head are unaware that there are two versions of that role. Participants playing either of the department head roles negotiate one-on-one with their VP for an increase in next year’s budget. The participants are purposefully not made aware that the exercise is based on gender issues; thus, both males and females may play any role. Significantly different negotiation results are recorded at the end of the exercise, learning objectives are revealed, and an excellent platform for exploring numerous gender-based issues is in place. The benefits for participants include (a) an enhanced and sophisticated awareness of gender issues in negotiation and (b) prescriptions for mitigating disparate outcomes that are often a function of gender.

Shin Buddhism and Gender

In the two main branches of Jōdo Shinshū (or Shin Buddhism), the Ōtani-ha and the Honganji-ha, a movement toward gender equality emerged in the 1980s. This movement and its development have brought about internal discussions on discrimination against women and an increasing awareness of gender issues, as well as concrete reforms of institutional laws. In the Ōtani-ha, a ruling that explicitly excluded women from becoming temple chief priests (jūshoku) led to protests and petitions by the association of chief priests’ wives and resulted in the establishment of the “Women’s Association to Consider Gender Discrimination in the Ōtani-ha.” Although the Honganji-ha has formally accepted female chief priests since 1946, the definition of the role of the bōmori (lit. temple guardian) as the temple chief priest’s wife suggested hierarchical gender roles, which also stimulated demands for reforms. This article shows the forms of gender discrimination which have been the focus of debates and discussions. Here, I present the reforms and changes that have been achieved over the past few decades and examine the reasons and influences that were instrumental during this process. In this context, I analyze the arguments used by both the reform-oriented and the conservative sides of the issue, and I also explore the relationship of this gender discrimination discourse to earlier Shin Buddhist social developments, such as internal reform movements and efforts to combat discrimination against burakumin.

Gender-based education during clerkships: a focus group study

ObjectivesOne of the goals of the medical master’s degree is for a student to become a gender-sensitive doctor by applying knowledge of gender differences in practice. This study aims to investigate, from the students’ perspective, whether gender medicine has been taught in daily practice during clerkship.MethodsA focus group study was conducted among 29 medical students from Radboud University, Nijmegen, The Netherlands, who had just finished either their internal medicine or surgical clerkships. Data were analyzed in line with the principles of constant comparative analysis.ResultsFour focus groups were conducted with 29 participating students. Clinical teachers barely discuss gender differences during students’ clerkships. The students mentioned three main explanatory themes: insufficient knowledge; unawareness; and minor impact. As a result, students feel that they have insufficient competencies to become gender-sensitive doctors.ConclusionMedical students at our institution perceive that they have received limited exposure to gender-based education after completing two key clinical clerkships. All students feel that they have insufficient knowledge to become gender-sensitive doctors. They suppose that their clinical teachers have insufficient knowledge regarding gender sensitivity, are unaware of gender differences, and the students had the impression that gender is not regarded as an important issue. We suggest that the medical faculty should encourage clinical teachers to improve their knowledge and awareness of gender issues.

Developing Pre-Service Teachers Awareness and Change of Gender-Oriented Perceptions

Studies of gender still indicate lack of equal opportunities between the genders as well as gaps prevalent in the education system. Creating an equalitarian culture at school obliges teachers and certainly pre-service teachers to examine their attitudes before inculcating values of equality to their learners. This study aims to explore pre-service teachers’ awareness of gender-oriented issues and find whether their gender perceptions have changed following attendance of the ’Gender and Education’ annual course. The study was conducted according to a qualitative approach and the research population consisted of18pre-service teachers. The research tool consisted of a semi-structured in-depth interview. A qualitative content analysis was performed according to Schein’s model. The findings illustrate changes in the level of pre-service teachers’ knowledge and competences, self-awareness, dialogue with the environment and behaviour. Moreover, the pre-service teachers’ awareness of gender issues and importance of offering equal opportunities to both genders were enhanced.

Queering animal sexual behavior in biology textbooks

Biology is instrumental in establishing and perpetuating societal norms of gender and sexuality, owing to its afforded authoritative role in formulating beliefs about what is “natural”. However, philosophers, historians, and sociologists of science have shown how conceptions of gender and sexuality pervade the supposedly objective knowledge produced by the natural sciences. For example, in describing animal relationships, biologists sometimes use the metaphor of marriage, which brings with it conceptions of both cuckoldry and male ownership of female partners. These conceptions have often led researchers to overlook female behavior and adaptations, such as female initiation of mating. Such social norms and ideologies influence both theories and research in biology. Social norms of gender and sexuality also influence school cultures. Although awareness of gender issues has had a major impact in Sweden during recent years, the interventions conducted have been based on a heteronormative understanding of sex; this has rendered sexual norms a non-prioritized issue and thereby rendered non-heterosexuals invisible in teaching and textbooks. Since this research was published in 2007 and 2009, norm critical pedagogics have been included in the Swedish National Agency for Education’s guidelines for teaching. This inclusion represents one way to tackle the recurring problem of heterosexuality being described as a naturalized “normal” behavior and homosexuals, bisexuals and transsexuals being described from a heteronormative perspective. In this paper, I employ gender and queer perspectives to scrutinize how animal sexual behavior is described and explained in Swedish biology textbooks. The analysis is based in gender and queer theory, feminist science studies, and evolutionary biology. The article begins with an outline a discussion of my theoretical framework, relating gender and queer perspectives on evolutionary biology to a discussion of queer methodology. I then scrutinize some empirical examples drawn from five contemporary biology textbooks used in secondary schools (by students aged 16-18 years old). Finally, I discuss the implications of the textbooks’ representations of animal sexual behavior, the problems of and need for a “textbook-version”, and providing examples of what an inclusive approach to biology education might look like.

New media, old images: constructing online representations of women and men in science, engineering and technology

This paper looks at online representations of women and men in science, engineering and technology. We show that these representations largely re/produce dominant gender discourses. We then focus on the question: How are gender clichéd images re/produced online? Drawing on a discursive analysis of data from six interviews with web authors, we argue that there are two reasons why their awareness of gender issues does not always translate into website content. First, web authors think of themselves as working within either journalistic or scientific cultures, and draw on associated criteria, which exclude gender equity, to make content decisions. Second, they construct distinctions between representation and reality, judging representations on their ‘empirical realism’ (how accurately they represent a reality seen to exist outside the text), foreclosing considerations of their productive power. Finally, we draw on interview data with young people to show that these constrain the meanings made by web users.

Construction of gender: a comparison of Australian and Hong Kong English language textbooks

This article examines whether the later development of awareness of gender issues in Hong Kong compared to Australia is reflected in patterns of gender representation in the English language textbooks published in these two places. A comparison of 10 currently-used Australian books with 10 Hong Kong books revealed that such awareness has impacted most on the use of gender-inclusive terms and symmetrical phrases in both places. The Australian writers tended to use generic they while their Hong Kong counterparts preferred either the coordination he or she or ‘generic’ he. Both sets of writers maintained the convention of male-first presentation, depicted women in a more limited range of social roles, and presented stereotyped images of women as weaker and more passive than men, and as operating primarily within domestic domains. The visual representations also reinforced traditional gendered roles. Hong Kong textbook writers, nevertheless, paid more heed to the inclusion of females visually. Controversy persists over whether textbook writers should reflect reality or whether they should lead social change and strive for gender equality.

Gender inequality among Japanese high school teachers: women teachers' resistance to gender bias in occupational culture

This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender‐biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in five high schools in Gifu and Aichi, Japan, this study explores (1) the characteristics of the teaching community, and (2) the role of formal and informal teacher education in the occupational socialisation of new teachers. Moreover, by applying critical feminist perspectives, the study highlights (3) gender inequality within the occupational culture and myriad forms of women teachers' resistance to gender‐biased practice. In drawing policy implications, the study examines (4) the effectiveness of teacher training programmes in raising teachers' awareness of gender issues.

Legal clinic gender sensitive method for law students

In this paper, the authors discuss models of integrating gender issues, gender perspective and some gender aspects into the university education. In that context, the authors particularly focus on the concept of clinical legal education in legal clinics offering a specific practical model of teaching gender studies. Legal clinics provide for an innovative approach to gender education of prospective legal professional. The teaching method used in these legal clinics is aimed at raising students' awareness of gender issues and common gender-related biases. In the recent period, the Legal Clinic at the Law Faculty in Nis has achieved excellent results in the Clinical legal education program on the women's rights protection, which clearly proves that legal clinics have good prospects in general legal education.

Gender Discourse in Slavic Literature, Literary Criticism and Theory at the Turn of the 21st Century

The paper aims at presenting a comparative review of current Slavic literature (and related fields) as reflecting contemporary gender and feminist issues. In various parts of Slavdom the processes of awakening or revitalizing gender awareness have been taking place with various speed and ‘local colour’: in the former Yugoslavia since the end of the 1970s, in Russia since the second half of the 1980s (one should not speak about ‘former Soviet Union’ in this context, since the ‘feminist revival’ concerned mostly some Moscow circles), with the rest of the Slavic post-communist world responding to them sooner or later after 1989. They have faced a strong backlash everywhere, both from conservative/nationalist/populist discourses, as well as – though in different forms and expressed in different rhetoric – from the liberal/democratic/progressive ones. It is of crucial importance to enhance the mutual awareness of gender issues within the whole post-communist world, as well as exchange information and launch international projects concerning relevant topics.

Gender Sensitivity In Agricultural Extension Services In Imo State: Issues And Challenges

Gender sensitivity in agricultural practices in general, and extension in particular, suggests that roles should not be ascribed to the females alone, or the males, specifically. In some instances, the males seem to be projected over and above their female counterparts. This is a set back to the progress of agric. practices in the country. Issues of gender inequity, which do not favour the Women In Agriculture program, include; problems of : inadequate mechanization technology for the women, limited access to land resource, decision-making power, education, agricultural inputs, technologies and credits. These have serious implication for extension services. Certain technologies extended to the Women In Agriculture (WIA) Programme, have been high-lighted as well as the WIA SPATS situation in Imo State. Strategies for meeting the challenging issues raised have been proffered. There is need to develop programmes, centered on women\'s needs and constraints, in accomplishing their tasks. It is necessary to raise awareness of gender issues as an integral part of a pragmatic research, extension and development work in agriculture, realizing the immense roles women play in agricultural development. Global Approaches to Extension Practice Vol.1(1) 2005: 83-90

"Dark and dangerous designs": Tales of Oppression, Dispossession, and Repossession, 1770-1800

Not unlike the inexplicable phantasm, the Gothic novel has appeared to materialize from nowhere. Few critics have been able to explain why Gothic novelists were fixated upon the tropes of persecution, oppression, and the reclaimed birthright or why indeed they sought to resurrect a seemingly regressive, escapist folk-tale-like form despite the success of the "realistic" novels of Fielding, Richardson, and Smollett. Even fewer have been able to explain why Gothic novelists displayed so much awareness of gender issues before the publication of Mary Wollstonecraft's Vindication of the Rights of Woman in 1792. This essay begins by taking a rare glimpse into British reformist discourses of the late eighteenth century, focusing on contemporary allegations of incipient despotism and the widened appeal for universal (male) enfranchisement while also examining the new populist discursive strategies deployed by reformist writers. It demonstrates how the central themes and discursive strategies of Gothic novels from 1770 through 1800 conform to those found in contemporary reformist writing despite their lack of overt references to politics. On a larger scale, this essay shows how political discourse affects the shaping of literary genre and, conversely, how genre affects the shaping of political discourse in the rise of the so-called public sphere.