Gender Competence Research Articles

MƏKTƏBLİLƏRDƏ GENDERLƏ BAĞLI DƏYƏRLƏRİN FORMALAŞDIRILMASI İSTİQAMƏTLƏRİ

In the scientific article, the essence of the concept of gender and the history of its creation were clarified. Then the contents of gender identity, gender stereotypes, gender role and other values were revealed. The importance of gender education, which can be a positive force in creating gender equality in society, was emphasized. The necessity of preparing future teachers for gender education in schoolchildren during their studies at the university and developing the gender competence of teachers as a part of this preparation was shown. Directions for the formation of gender-related values in schoolchildren are indicated.

Gender quotas are not enough: the need for multiple strategies to address gender equity in Australian universities

ABSTRACT The paper examines a ‘circulatory’ system of gender inequity in Australian universities where gender bias prevents women from accessing senior decision-making roles and stultifies their capacity to act as gender change agents. It has been mooted that equity quotas for senior roles can derail this circuit of male privilege in academia. Yet a plastic reading of the shape of gender equity policy and practice in Australian universities over the last 40 years reveals an increasing acceptance of individualism, which positions women’s liberation as being achievable through self-responsibilisation. If these discourses remain unchallenged, gender quotas for senior roles alone will likely only benefit those entrepreneurial women admitted to senior positions, rendering the causes of gender inequity hidden and exonerated. Using a novel methodology that combines a ‘plastic’ with a complex systems lens of policy manoeuvres, we suggest gender quotas, accompanied by strategy designed to develop leaders’ gender competency and change agency, are required to support more sustainably equitable work structure within the academy.

FROM REFLECTION TO SOCIAL CHANGE: TRAINING IN DEVELOPING GENDER COMPETENCE FOR SOCIAL WORKERS

Training social workers with a focus on gender competence is regarded as a key element of contemporary social work, grounded in the principles of social justice. Taking this into account, we have developed an educational concept for a training program aimed at developing the gender competence of social workers providing services to families in difficult life circumstances, based on the theoretical foundations of transformative social work practice and feminist approach. Key components of the training that contribute to achieving the learning objectives include interactive exercises, role-playing games, and guided fantasy, allowing participants to immerse themselves not only theoretically but also emotionally in the issues of gender stereotypes and discrimination. The use of such methods promotes the development of critical thinking, increases awareness of personal biases and stereotypes, and stimulates a desire to change social norms and practices towards greater gender equality. Integration of gender issues into non-formal education curricula for social workers, the implementation of reflective training based on interactive methods and participants' reflection on their own experiences, contribute to a deeper understanding and practical application of this knowledge in working with vulnerable groups. This not only promotes the personal development of professionals but also leads to positive social changes, improving the quality and effectiveness of the services provided. Further research is needed to explore the long-term impact of gender-oriented training on the professional activities of social workers. It is important to explore how changes in gender consciousness and the development of gender competence affect the quality and effectiveness of social services provided.

FORMATION OF GENDER COMPETENCE IN THE PROCESS OF TRAINING FUTURE SOCIAL WORKERS

The article highlights the need to develop gender competence in future social work professionals and the use of an integrated approach in this field. The study aims to theoretically substantiate the peculiarities of gender competence formation in future social workers. The implementing possibilities for the Strategy of Gender Equality in Education until 2030 have been identified. The availability of gender studies in institutions of higher education has been analyzed. It is stated that domestic training programmes have the gender component included in curricula of various specialities. The studies in the field of gender equality and social work demonstrate that although there are specific disciplines that include aspects of preventing discrimination and violence against women, they need updating and adapting to modern challenges. The article analyses training and scientific programmes in the speciality “231 Social Work” in terms of content and specifics of preparing specialists to perform their duties taking into account the requirements of gender equality. It has been found that most of them are based on the requirements of state standards for the formation of competencies in human rights and anti-discrimination. It is emphasized that Pavlo Tychyna Uman State Pedagogical University has established Gender Centre that is a member of the All-Ukrainian Centre for Gender Education in Ukraine. Training future specialists in the specialty “231 Social Work”, forming their ability to carry out professional activities in compliance with human rights and the principle of gender equality, and developing competencies in preventing and combating gender discrimination are among the Centre’s main tasks. The author substantiates the need to form gender competence in future social workers by including a gender approach in the educational process as specialised disciplines revealing applied aspects of gender equality and participation in non-formal education play an important role there.

Influence of gender stereotypes on the socialization of the children of older preschool age

Within the framework of the theoretical analysis of psychological and pedagogical sources, the content and essence of the concepts “gender”, “gender socialization”, “gender sociability”, “gender stereotypes” were clarified and pedagogical conditions, namely: organization of an effective subject-playing area of the group for meaningful enriching the experience of gender communication in the children’s team; stimulation of the interaction of different gender subjects in a single social-and-developmental educational environment of a preschool educational institution; presence of positive incentives for interaction in a mixed-gender group as a factor in the formation of a child’s gender competence were determined. It was proven that their implementation was ensured through an optimal combination of effective forms and methods of working with children of older preschool age, aimed at the formation of gender socialization, culture of relationships with peers of the same and opposite gender, a tolerant attitude towards them, and ability to establish friendly partner relationships. Specified pedagogical conditions were implemented at three successive stages: cognitive-oriented, organizational-targeted, activity-directive, using the following forms and methods of work as: a series of games, exercises, conversations, communication, work in nature, method of problem situations aimed at raising children’s awareness of gender roles.

Structural and Social Inclusivity of Transgender and Nonbinary Students in U.S. Medical Schools and Schools of Public Health Programming.

We characterize trans-inclusive social and structural educational programming at Association of American Medical Colleges-affiliated U.S. allopathic medical and Council on Education for Public Health-accredited schools of public health using responses from deans and administrators. Between December 2019 and February 2020, the Public Health and Medical Schools Transgender-Inclusive Educational Programming Study surveyed deans, administrators, and students via email about trans-inclusive social and structural educational programming strategies at their institution. Evaluated social programming included training topics, social events, and direct communications. Assessed structural strategies included admissions, policies, and mentorship. Descriptive statistics were performed for all variables while stratifying by medical versus public health schools. Bivariate analyses were used to examine differences between strata and chi-square or Fisher's exact tests, accordingly, to analyze programming strategies. Of 335 deans and administrators contacted, 65 completed the survey (19% response rate) and 55.4% were from public health. Most were deans (87.7%), from public institutions (69.2%), between 51 and 59 years old (44.6%), and were ciswomen (63.5%). Comparisons of medical versus public health schools demonstrated significant differences in trans-inclusive strategies such as gender competency training (58.6% vs. 36.1%); trans-inclusive lectures (44.8% vs. 30.6%); honoring trans students' names in-person (75.9% vs. 61.1%); and goals to increase trans representation as researchers (37.5% vs. 26.7%). Policies aimed at creating trans-inclusive environments in these institutions should focus on bolstering affirming structural programming, encouraging prospective trans applicants, mentoring trans students' research ambitions, and consistently using students' lived names, pronouns, and gender markers in all documentation and communications.

GENDER-BALANCED LEADERSHIP IN HIGHER EDUCATION: IS IT POSSIBLE TO ENSHRINE IT IN LAW?

The search for ‘high-quality’ human resources to support reforms in higher education, leadership in HEIs, and systematic education of new generation leaders with gender competencies is hampered by the problem of ‘gender asymmetry’ in leadership, with the dominance of ‘male faces’ at the level of top managers, which negatively affects the perception of the global community of higher education and HEIs as a ‘gender-unfriendly environment’, with the lack of equal opportunities for men and women to access leadership positions and decision-making processes. Despite the adoption of relevant legislation, unfortunately, there are no real mechanisms to ensure the development of gender-balanced leadership in higher education. Although there is a demonstration of a gradual movement towards ensuring gender representation of human capital in various spheres of public life, leadership in higher education still remains ‘defective’, which makes it necessary to analyse the problem in depth and find relevant solutions to the current needs. The article substantiates the expediency of using activities (three blocks) with presentability at three (national, regional and local) levels, the effectiveness of which is possible only in their combination, since they are resource-limited on their own. The blocks include: rule-making, institutional, and educational, which allows to form a standardised model of guaranteed gender-balanced leadership in higher education institutions, education of leaders with gender competencies to meet the human resources needs of the state, with prioritisation of measures to respond to the latest demands of the country's human capital representation in various spheres of public life.

СОЦІОКУЛЬТУРНИЙ АНАЛІЗ ТРАНСФОРМАЦІЙ ҐЕНДЕРНОЇ СТРУКТУРИ ВІЙСЬКОВОЇ СФЕРИ: ВІТЧИЗНЯНИЙ ТА ЗАРУБІЖНИЙ ДОСВІД

Gender integration both in the field of national security and defense, as well as its global development trends, which depend on the traditions, culture and political priorities of each state are examine in the article. Implementation of the gender equality principle and the mechanism of its provision in the Ukrainian army requires taking into account not only the world experience of military feminization, but also the possibility of its practical application, taking into account the realities of modern war. The socio-cultural approach to the implementation of gender policy in the military sphere involves the achievement of gender parity in accordance with the existing socio-cultural guidelines in society in order to ensure equal conditions for the exercise of rights and opportunities for the armed protection of the state by representatives of both sexes without restrictions associated with rigidly fixed gender roles. Equality between women and men is considered a human rights issue and a necessary condition for Ukraine's full membership in the Alliance, which cannot be achieved without proper representation of various social and gender groups in the power structures. According to the results of the conducted research, it was found that during the military operations since 2014, the gender composition of the Ukrainian army has changed significantly - the number of women in the army has almost tripled, and it continues to increase. There are also positive dynamics regarding gender stereotypes in society, increasing the level of social awareness and gender competence of military personnel. The analysis of the requirements of the normative legal acts proved that women in Ukraine have relatively equal rights and duties, but at the same time certain signs of gender imbalance, characteristic of the Ukrainian society as a whole, remain in the army. In this regard, the efforts of the government and society to form an effective gender policy in the field of defense should be aimed at minimizing the manifestations of discrimination based on gender in the Ukrainian army, which requires the development of effective administrative and legal means to eradicate gender stereotypes, the implementation of relevant legislative initiatives, the search for innovative approaches to the formation and implementation of gender policy in the Armed Forces of Ukraine with the aim of reducing the gap between declarative and real implementation of gender equality and its adaptation in accordance with the specific needs of the defense sector.

Monitoring as a steering tool for gender equality policy in higher education institutions: ideal and reality

In an ideal-typical process of gender equality policy development and implementation, empirical evidence plays a central role. The gender analysis at the beginning of the process describes the gender issue to be addressed. Based on this baseline, objectives and priorities are defined, policies are designed and implemented, and these are then monitored and, ideally, evaluated. The aim of monitoring is to provide information on the implementation of the gender equality measure so that countermeasures, if needed, can be taken at an early stage in the event of deviations from the planned implementation. However, this requires that the monitoring indicators are derived from the policy objectives and are measurable. Practice shows that the availability of data, rather than the objectives, determines the development of indicators. The procedure for developing indicators is described and reflected on using the example of monitoring the implementation of the recommendations of the Austrian Convention of Higher Education Institutions on strengthening gender competencies in higher education processes. The preconditions for the steering function of monitoring and its limitations are discussed.

Football Cooperative, a Community Based Physical Activity Social Intervention for Men: Protocol Paper for a Pragmatic Feasibility Trial

Abstract The case for a focus men's health is unequivocal; men, and poorer men in particular, continue to experience an excess burden of ill-health, mortality and premature death and both national and European policy has called for gender competent service provision to address this fundamental inequality in health. While lessons have been learned in recent years with respect to developing gender competency in service provision, there is value in considering how they can be applied to other settings, other sub populations of men and other types of initiatives (beyond the limitations of structured programme). Such initiatives may appeal beyond the ‘worried well’ to more ‘hard to reach’ (HTR) groups of men who are in most in need of such initiatives thereby ensuring that all men are reached in health promotion and preventative efforts. Football Cooperative (FC) is uniquely Irish and is a community-based initiative that provides social ‘pick up football’ games for men aimed at improving their overall health and wellbeing. In a series of papers, we propose to evaluate FC, however, we are not proposing to create something to be trialled but rather to use research to assess the social return on investment (SROI) and health and economic impact of a ‘real world’ organic initiative so that the feasibility for scale up can be determined. If feasible, plans will be put in place to upscale the FC initiative to improve reach (population and geographical access) and equitable access to the games and the games benefits. The purpose of this paper is to detail the protocols used in the evaluation of the FC initiative and by doing so, others engaged in translational research may be supported to ensure that efficacious initiatives translate into practice for the benefit of population health.

Eating Disorder Specialist Views on Gender Competency and Education for Treating Gender Minority Patients.

Studies exploring patient experience with eating disorder specialists have reported poor gender competency among clinicians, as revealed through patient-clinician interactions. Through interviews with eating disorder specialists, the authors sought to (1) clarify how and why current practice and clinical training may not meet the needs of transgender and gender-diverse patients, (2) assess where and how clinicians received education on gender identity, and (3) how changes can be made to meet educational and patient needs. Specialists were recruited, and semi-structured interviews were conducted. Narratives were coded by two independent coders, using thematic analysis. Four key themes emerged from 19 completed interviews: Training and education received, importance of receiving training or education, self-education, and improvements recommended by clinicians. Only ~ 16% (n = 3) of clinicians reported sufficient training both in graduate school and through their place of employment. Most with sufficient education received it at their clinic/practice. Despite lacking formal training, all clinicians engaged in some form of self-education on gender. These findings support the need for standardized and comprehensive graduate curricula, in-service training, and continuing education requirements. Advocacy is required to encourage accrediting organizations to mandate training on gender among mental health clinicians.

THE PROBLEM OF NON-DISCRIMINATORY EDUCATIONAL SPACE IN THE FUTURE TEACHERS TRAINING SYSTEM

The article is devoted to the content of theoretical and practical training of future teachers on the problem of non-discriminatory educational space within the author’s course “Non-discriminatory educational space”. The content of the theoretical training of future teachers on the specified problem should reflect the content of the lexical-semantic groups of the non-discriminatory educational space, which include the following: legislative imperative regarding human rights, child rights, national minorities rights, gender equality, non-discrimination in education, education of children with special educational needs and inclusive education, anti-discrimination examination of textbooks, etc.; scientific, educational, methodical, visual materials that investigate, highlight and shape the opinion of society on the concepts of gender identity, ethnic origin and citizenship, migration, multiculturalism, social affiliation, place of residence, family composition, religious and political beliefs, etc.; concepts of tolerance and anti-bullying, etc.; concepts of critical, inclusive, feminist, gender pedagogy, etc.; non-discriminatory language in education: gender-sensitive, non-sexist and non-androcentric, feminitives, etc. Theoretical training involves the formation of awareness of the phenomena of non-discrimination and anti-discrimination in education, the normative and legal basis of non-discrimination in education, the scientific and methodological basis of the strategy of non-discrimination in education, gender attitudes and gender competence of the pedagogical community, linguistic sexism and gender-sensitive/non-discriminatory language, theoretical and methodological principles of gender and anti-discrimination examination of textbooks. Practical training of future teachers on the problem of non-discriminatory educational space involves forming in them the skills of anti-discrimination examination of the textbooks for primary school and creation educational content on the basis of non-discrimination.
 Keywords: professional teacher training; non-discriminatory educational space; non-discriminatory approach in education; creation of non-discriminatory educational content; thesaurus of non-discriminatory education; non-discriminatory teaching; educational and methodological content on the basis of non-discrimination; diversification of educational programs.

Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In this study, after exploring the measurement invariance across countries (Greece and Spain) and sexes (male and female) of the TEGEP (Teacher Self-Efficacy for Gender Equality Practice) scale, a total of 222 prospective secondary school STEM teachers (136 Greek, 86 Spanish) from seven public universities were surveyed. Results showed that (1) the TEGEP has acceptable measurement invariance across countries and among sexes allowing comparison between groups and (2) that Greek and Spanish STEM students finish their master studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The ability to teach gender knowledge was significantly higher in Greek than in Spanish students (4.52 vs. 4.03), while the latter felt more competent than the Greek students in conveying values/attitudes in regard to gender (4.54 vs. 4.83). The study calls for reflection, and considering that gender mainstreaming in STEM is anecdotal and not aligned with existing curricula, seeks to raise awareness and institutional compromise in implementing a gender-responsive approach in STEM. The TEGEP could be utilized to assess and monitor the gender competencies required of graduates in order to provide a more equitable and gender-sensitive STEM education in Greece and Spain.

КІБЕРСПОРТ У ГЕНДЕРНОМУ АСПЕКТІ: ЖУРНАЛІСТСЬКИЙ ПОГЛЯД

<p><strong><em>The purpose of the study</em></strong><em> is to identify gender issues in women’s esports in Ukraine and around the world, as well as develop ways to solve them.</em></p><p><strong><em>Research methodology.</em></strong><em> The study used general scientific methods of cognition. The current state of the global and Ukrainian esports industry is analyzed using the method of critical analysis. In the process of synthesizing information, the gender problems of women’s esports are identified. Recommendations for solving these problems are developed using the methods of induction and deduction.</em></p><p><strong><em>Results.</em></strong><em> The study solved a number of tasks: the concept of «esports», popular genres, and features of esports competitions were defined; the current state of the global and Ukrainian esports industry was analyzed; gender problems in women’s esports were identified, and ways to solve them were proposed.</em></p><p><em>Esports is becoming increasingly popular among women. The trend towards an increase in the number of female gamers is confirmed by many international and Ukrainian studies. Nevertheless, the representation of women in esports competitions is insufficient, due to gender issues such as gender discrimination, lack of role models, harassment of women, low earnings compared to men, non-perception as a target group of the gaming industry, and insufficient coverage of the gender discrimination problem in the media. Resolving the gender issues of women's esports and expanding opportunities for women in the gaming industry requires strengthening their role in esports, providing support and resources on an equal footing with men, revising the amount of the prize pool, and developing gender competence in educational institutions.</em></p><p><strong><em>The scientific novelty</em></strong><em> of the results is the developed recommendations aimed at solving gender problems in women’s esports and empowering women in the gaming industry of Ukraine and the world.</em></p><p><strong><em>The practical significance</em></strong><em> of the study lies in the possibility of using the results obtained by Ukrainian esports organizations to solve gender problems in women’s esports.</em></p><p><strong><em>Key words:</em></strong><em> gender aspects, esports, video game industry, gender discrimination, International Federation of Esports.</em></p>

Genderkompetenz messen – Erfassung der situationsbezogenen Fähigkeiten von Lehrpersonen in Bezug auf genderrelevante Aspekte im Physikunterricht

ZusammenfassungGendersensibel zu unterrichten ist insbesondere in männlich konnotierten Fächern wie Physik eine anspruchsvolle Aufgabe. Lehrpersonen sind gefordert, vorherrschenden Geschlechterstereotypen und Genderungerechtigkeiten entgegenzuwirken und den Unterricht so zu gestalten, dass er alle Geschlechter anspricht und fördert. Zudem sollten Lehrpersonen auch kritische genderrelevante Aspekte im Unterricht wahrnehmen und adäquat darauf regieren. Diese situationsbezogenen Fähigkeiten werden als wichtiger Bestandteil der Genderkompetenz von Lehrpersonen angesehen. Sie sind im Zusammenhang mit der Überwindung der geschlechtsbezogenen Disparitäten im Physikunterricht von besonderem Interesse. Bislang fehlt es aber an geeigneten Instrumenten, um diese Fähigkeiten bei (angehenden) Lehrpersonen zu untersuchen. Deshalb wurde in der vorliegenden Studie ein textbasierter Vignettentest mit kritischen genderrelevanten Aspekten im Physikunterricht entwickelt. Die 16 kritischen Aspekte wurden theoriebasiert entwickelt und fokussieren vier Facetten eines gendersensiblen Physikunterrichts: (1) gendersensible Unterrichtsformen, (2) gendersensible Zugänge und Vermittlung von physikalischen Inhalten, (3) gendersensible Unterrichtsmaterialen und (4) gendersensible Feedbacks und Interaktionen. Mithilfe von Expert*innen (N = 6) wurde eine Befragung durchgeführt, um die inhaltliche Validität des Vignettentests sicherzustellen. Zusätzlich wurde der Vignettentest mit angehenden Lehrpersonen (N = 41) erprobt. Die Inhaltsvalidität wurde anhand des Content Validity Index (CVI) auf Item- (I-CVI) und Skalenebene (S-CVI) berechnet, sowie unter Einbezug des modifizierten Kappa-Koeffizienten (k*). Insgesamt kann im vorgestellten Vignettentest von einer sehr guten Inhaltsvalidität, im Sinne einer hohen Relevanz und Repräsentativität der genderrelevanten Aspekte, ausgegangen werden. Mit diesem Instrument wird ein Beitrag zur Weiterentwicklung der Lehrpersonenausbildung geleistet, in dem die Auseinandersetzung und Erforschung von genderrelevanten Aspekten im naturwissenschaftlichen Bereich ermöglicht wird.

The influence of the judge's gender competence on ensuring the equal access to justice

Access to justice which is the necessary elements of the Rule of Law as well as Rechtsstaat enables individuals to effectively protect themselves against infringements of their rights. Since the modern international standards which the national judicial system must meet include not only independence, impartiality, competence and efficiency, but also gender sensitivity, therefore the gender competence of judges is not just the demands of the times or a fashionable trend, but primarily a guarantee of the equal access to justice.
 Based on the specifics of the functions performed by a judge the article reveals the types of the judge’s gender competence such as expert, method and social competence. Also the author identified five core gender competencies for judges, which are: 1) interacting and communicating with the parties/participants of the process in an appropriate manner (without gender bias); 2) applying procedural legislation to the specific needs of participants in the process, taking into account the circumstances of the case (including the principle of gender equality); 3) searching for and interpreting the rules of substantive law through the use of national and international case law and legal instruments relating to gender equality and prevention of sex- and gender-based discrimination; 4) taking action to effectively protect the rights and legitimate interests of the individual, considering gender aspect; 5) drafting a judgement (judicial opinion writing) in compliance with the principles of gender equality and non-discrimination. Accordingly, in each of the competencies, the necessary knowledge, skills and qualities (values, attitude) of a judge have been identified, corresponding to the three components of the structure of gender competence – cognitive, activities-related and encompassing values and attitudes.
 On the basis of analysis of the ECtHR case law some examples of violations by national courts of the requirements of the rule of law regarding access to justice are shown, and it is concluded that quite a few violations of the Convention on the Protection of Human Rights and Fundamental Freedoms could be avoided in a wide range of cases if judges possessed a sufficient level of gender competence, in particular, if they were able to recognize gender-sensitive situations when considering different categories of cases and react appropriately to them. Therefore, the acquisition of gender competences by judges, in particular through training, will contribute to ensuring the equal access to justice, which is one of the strategic objectives of the Council of Europe.

Formation of a gender fair environment in educational institutions of Ukraine: European integration context

The article is devoted to the topical problem of creating a gender fair environment in the national educational context of the human-centered paradigm, humanitarian security of Ukraine, and European integration processes. A theoretical and methodological analysis of the given problem is carried out adopting foreign and domestic approaches. Through the gender discourse, a conceptual model based on the principles of "partnership pedagogy" and the humanistic "matrix" of the philosophical and pedagogical heritage, the integration of competence-based, person-oriented and gender-based approaches in the context of the policy of academic integrity of higher education institutions is presented, and its effectiveness is experimentally proven.
 The content and structure and the leading factors and mechanisms of creating an educational environment for children and youth based on the principles of gender equality in the conditions of the New Ukrainian School are revealed. The author's definition of the concept of "gender fair environment" as non-discriminatory, creative and developmental/creative, safe, health-preserving, inclusive, based on the principles of social justice, gender equality, child-centeredness, egalitarianism and gender parity is presented.
 The basic concepts of research are clarified, as well as the content, functions and features of a gender fair environment (GFE); its main components are singled out and characterized; on the basis of the defined criteria and indicators, the state of readiness of socionomic professions future specialists to the organization of the GFE is diagnosed. The principles of non-discriminatory education are substantiated, the psychological and pedagogical conditions for the formation of an egalitarian personality of a specialist are identified and empirically proven. Gender competence is considered in relation to intercultural competence as the main professional quality of a modern teacher.
 From the point of view of gender methodology, the principles, content and methods of psychological and pedagogical support of gender socialization of the individual are determined, and pedagogical monitoring is carried out to identify gender stereotypes and prejudices among students of higher education.
 The scientific and methodological support for the training of future teachers has been improved, the modernization of gender-educational technologies by means of IT in educational institutions of various levels has been carried out, and their effectiveness has been proven. The experience of the activity of the Scientific Research Center on Gender Education and Education of Pupil and Student Youth of the National Academy of Sciences of Ukraine – Ternopil Volodymyr Hnatiuk National Pedagogical University regarding the implementation of innovative gender-educational technologies in the educational and professional training of future specialists in socio-economic professions on the way to the EU and ensuring the national mechanism for building a parity democracy in Ukraine has been analyzed.

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

PurposeScience, technology, engineering, mathematics and medicine (STEMM) workplaces worldwide remain stubbornly resistant to gender equality initiatives. Leaders are vital to driving change, but the extent to which their capabilities lead to change remains unknown. This article examines STEMM leaders' gender competence to achieving transformative changes in gender inequality.Design/methodology/approachThis article examines the capability of STEMM leaders to act as change agents through an in-depth, qualitative analysis of perceptions of gender inequality, sexual harassment, sex discrimination and gender bias within their organisations. Findings are analysed using a customised tripartite gender competence schema, comprising commitment, knowledge and method (or know-how).FindingsThe findings suggest that while STEMM leaders may express a commitment to addressing gender inequality, misapprehensions about the nature and scope of the problem are likely to hamper efforts. Two key misapprehensions standout: a tendency to frame gender inequality in primarily numerical terms; and recourse to blaming external factors beyond STEMM for gender inequality in STEMM.Originality/valueThis article makes an original contribution by examining the gender competence of leaders in STEMM organisations, which has not been previously researched. The findings extend understanding of the salience of leaders' capabilities to lead change by identifying key gaps and misapprehensions in STEMM leaders' understanding of the nature and scope of the problem.

Gender medicine teaching increases medical students' gender awareness: results of a quantitative survey.

Knowledge about gender implications of health is insufficiently integrated into university teaching in Germany. Gender awareness represents a key competence to integrate this knowledge into the medical practice. This study is the first survey of the gender awareness of medical students in a cross-sectional design in Germany. From April to July 2021, a quantitative cross-sectional survey in an online format using the "Nijmegen Gender Awareness in Medicine Scale" (2008) was conducted at four German universities (Charité Berlin, Friedrich-Schiller-University Jena, Ludwig-Maximilians-University Munich, and the University of Cologne) with a varied implementation of teaching gender medicine. Students indicated their agreement or disagreement with assumptions and knowledge about the influence of gender in everyday medical practice (gender sensitivity), as well as gender role stereotypes towards patients and physicians (gender role ideology). The 750 included participants showed relatively high gender sensitivity and low gender role stereotyping towards patients and physicians. The curricular implementation of gender medicine in the universities showed a significant influence on the students' gender sensitivity, as well as on their gender role stereotyping towards patients. Students who reported having taken classes in gender medicine or stated a definite interest in doing so showed significantly higher levels of gender sensitivity. Cis-males showed significantly lower gender sensitivity and significantly higher gender role stereotyping. Implementation of gender medicine in the medical curriculum, attending courses on gender education as well as one's gender and interest have a significant impact on medical students' gender competencies. These results support the need for structural integration of gender medicine in medical education and gender trainings at medical schools in Germany.

Training Program for the Formation of Gender Competence of Social Workers

Training Program for the Formation of Gender Competence of Social Workers