Gender And Education Research Articles

Gender bias in pediatric care: Health professionals' opinions and perceptions.

Gender bias in healthcare is understood as a misconception of the differences between males and females that may generate healthcare disparities and discrimination against one sex. However, is not well known how this implicit bias is manifested in pediatric clinical praxis. Thus, the goal of this study is to explore and analyse the attitudes of health personnel towarda possible gender bias in pediatric care in Catalonia. We undertake a descriptive and exploratory study applying a qualitative research methodology based on hermeneutic phenomenology and Grounded Theory using the focus group technique. The opinions collected were classified into four categories and 22 subcategories, and subsequently analyzed. Three main ideas stood out regarding situations that might be affected by gender bias: (1) attitudes of health personnel and perceptions with regard to mental health problems and (to a lesser extent) to physical health problems; (2) the role of the child's family and the professional's assessment of this role; and (3) the professional's attention to children of the opposite sex, especially in the case of genital examinations. The results stand out that differential attitudes depending on the gender of the child have been observed in clinical practice in pediatrics, which may have an impact on health inequality. Hence, academic training that includes the study and prevention of implicit biases in professional activity, campaigns aimed at the general population on how to detect implicit biases and promoting gender equity in education, should help to avoid the negative consequences of these misconceptions.

Effects of Family Experience, Social Interaction, and Schooling on Perceptions of Gender Equality Among Junior High School Students

<p>性別平等是不論國內還是國際社會努力追求的目標之一,更是台灣在頒布性別平等教育法後於學校努力的方向。性別平等觀念往往是透過社會化。因此本研究以階層迴歸來分析社會化環境中的家庭、同儕社群以及學校對國中生性別平等觀念的獨特解釋力。本研究以立意抽樣的方式選取台灣北中南三地區 30 個九年級班級共 792 名學生,研究發現,性別、家庭經驗、社群互動及學校經驗都對國中生之性別平等觀念有解釋力,性別與家庭經驗對性別平等概念也存在有顯著的調節效果。相較於女生,家庭經驗更能增進其性別平等概念。最後根據本研究結果提出對家長、學校教師、有關當局及後續研究者之建議。</p> <p> </p><p>Gender equality has become a key goal in both national and international communities. In Taiwan, it gained additional attention following the enactment of the "Gender Equity Education Act". The socialization process significantly influences perceptions of gender equality among students, with family, peer groups, and educational institutions, which are the most accessible social resources for students, being particularly influential in this process. However, the unique contributions of these social elements warrant further investigation. The present study recruited 792 ninth-grade students from 30 classes in Taiwan and employed hierarchical regression analysis to analyze the collected survey data. The results indicate that gender, family experiences, social interactions, and school experiences each exert a unique, positive influence on perceptions of gender equality among students. In addition, gender and family experience were discovered to have a moderate effect on these perceptions of gender equality. This study further offered targeted suggestions for parents, teachers, and relevant authorities for enhancing gender equality awareness.</p> <p> </p>

Children and adolescents educational gender gaps across the lifecourse in sub-Saharan Africa: On the role of mothers' lack of empowerment as a barrier for girls' educational performance

We estimate the impact of lack of mothers’ empowerment on an array of educational outcomes for their children in sub-Saharan Africa (SSA), focusing on the gender gap. Further, we look into how this operates by the degree of marginalisation of communities and on weakening educational transfers. We find that gender inequality is still a significant barrier in SSA compounded by weak mothers’ empowerment for improving educational outcomes for girls in comparison to boys. Thus, different barriers behind weak women agency need to be addressed to improve gender inequality across SDG4 gender-targets in the region.

Research on the Educational Gender Inequality and Affirmative Action in China

Since the 1970s, driven by economic growth, a number of laws and regulations have been passed in China to guarantee women's right to equal access to education and advance gender equality in the field. Higher education attainment in China has dramatically increased during the last few decades. However, girls still cannot have the equal opportunity for education compare to the boys due to the traditional attitude of preference for sons and limited educational resources. The purpose of this paper is to discuss the reasons for educational inequality in China from historical and economic perspectives, and compare educational equality in different countries, as well as the affirmative action implemented in China so far. This paper emphasizes the impact of historical reasons and son preference on gender inequality in education by collecting and analyzing data. What is more, this paper also compares affirmative action between China and other countries in order to come up with a better solution to eliminate educational gender inequality. The results show that the educational gender gap in China differs significantly between urban and rural areas. Moreover, the legislation in China lacks specific punishment and supervisory agencies, which makes it difficult to protect womens rights.

A gender and industry-responsive curriculum model for technical-vocational teacher education program

The study aimed to determine the gender and industry-practice gaps in the Technical-Vocational Teacher Education (TVTEd) program and fill these gaps through a curriculum model to make TVTEd gender and industry-responsive. The study used a mixed method approach where quantitative and qualitative data were utilized to develop the curriculum model. Phase 1 is quantitative descriptive research that focuses on the adequacy and usefulness of the pedagogical and technical skills of the curriculum using the lenses of TVTEd graduates and their supervisors. Phases 2 is a literature review that mapped the gender and industry-practice gaps in TVET. Phase 3 is a qualitative case study research focused on identifying the emerging gender issues constraining gender-responsive curriculum practices. Participants for Phase 1 were seventy-one (71) TVTEd graduates and thirty (30) academic and industry supervisors. Phase 2 scrutinized fifty-five (55) related studies. Participants of the Phase 3 included six (6) technical professors, seven (7) TVTEd graduates, and twelve (12) TVTEd students. Quantitative data were analyzed using statistical treatment (mean score, standard deviation, and weighted mean) and qualitative data were thematized using inductive thematic analysis. The results of the study showed a disparity in the technical skills of the TVTEd graduates, emerging gender and industry-practice gaps in the literature, and contradictions in the subjects (teachers), rules, tools, community, division of labor, and object within the activity system of TVTEd. The consolidated inputs from the four phases of the study were analyzed and utilized in developing a gender and industry-responsive curriculum model for TVTEd.

Deconstructing Gender Gaps in Basic Physics Education: A Multivariate Analysis of Practical Work Performance, Semester Outcomes and Literacy among Undergraduate Biology Education Students

Basic physics plays a crucial role in the education of undergraduate biology students. Proficiency in physics literacy, learning outcomes, and practical work is essential for their success. This study investigates the influence of gender on these aspects among undergraduate biology education students. A quantitative approach was employed, utilizing questionnaires, tests, and observations. The sample comprised 17 students from biology education program PMIPA FKIP Mataram University. The results do not provide evidence to suggest that there are significant differences between genders in terms of practical work performance, semester outcomes, or literacy scores.

Religion and women: How Waldensians reduced the gender gap

Does religion affect the gender gap? Using data on inquisition trials to locate medieval Waldensian communities in the Italian municipalities of Piedmont and early 19th-century female literacy rates, we find that municipalities with a history of Waldensian presence display lower levels of the education gender gap, a pattern that persists to the present day. Moreover, women in these municipalities have higher levels of education, greater labor market participation, and increased political representation. Our results highlight the importance of cultural and social norms in shaping women’s empowerment and gender equality outcomes.

International Organizations and Gender Parity in Education: Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)1

This study is a novel contribution to the literature regarding the influence of UNs Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) on women’s relative progress in education. We create a unique data set by focusing on 190 UN countries for the period 1980–2018and utilize pooled cross-sectional OLS and Panel Fixed effects models to study the impact of the various aspects of the ratification of the convention. We focus on Female to Male Primary Enrollment ratio (PrimaryFM), Gross Secondary Gender Parity Index (SecondaryGPI), and Gross Tertiary Gender Parity Index (TertiaryGPI). We find a positive relationship between various aspects of CEDAW ratification and progress in educational outcomes for women. Policymakers should focus not only on the ratification of international treaties, but also on all facets of ratification, such as closer adherence to treaties as evidenced by consistent behavior and implementation of changes, which in turn paints a more complete picture.

Care Work and the Careers of Educated Women: Role of the Care Diamond in India

The data on women’s education and labour force participation in India suggests that though the gender gap in education (particularly higher education) has almost disappeared, the gender gap in employment remains significant. The paper links the burden of double responsibility (paid work plus unpaid ‘care work’) with the low labour force participation rates among the highly educated women in urban India. Based on primary and secondary sources, the paper analyses the lived experiences of women who had to either leave their careers or who continued by managing to balance the two sets of responsibilities. Interrogating the care diamond in India, the essay examines two recent provisions of the government of India for working mothers – an increase in Maternity Leave and the provision of Childcare Leave. It finds that though these provisions seem to be in the right direction as they bring recognition to the care burden of employees, given the prevailing social norms on gender roles, they are insufficient (in their present form) to bring gender parity in the labour market.

Examining the Implementation of Girls' Education Policy in Afghanistan

This research examines the implementation of educational policies with a special focus on girls' education policy in Afghanistan. Education is a fundamental right and a driving force behind societal and personal advancement. Despite the existence of educational policies, many nations, like Afghanistan, still struggle with their proper implementation. This study aims to pinpoint the fundamental elements that influence how policies are carried out in Afghanistan and investigate the difficulties encountered when doing so, with a particular emphasis on the education of girls. This study makes recommendations to improve policy implementation procedures in Afghanistan through the use of a qualitative case study and examination of official documents, reports, and literature. It also aims to uncover the underlying drivers and causes of the implementation gap. Understanding the challenges and obstacles encountered in Afghanistan when putting educational policies into practice can advance knowledge of the implementation of policies in related fields and increase the efficacy of Afghan policies promoting gender equality and access to education. In general, the results obtained from this research show that the implementation of girls' education policy in Afghanistan has faced significant challenges due to factors such as limited infrastructure, insufficient resources, security threats, cultural norms and gender violence. In addition to recommendations such as strengthening cooperation, allocating resources, increasing teacher training, challenging cultural norms, and ensuring the coordination of related institutions. These suggestions can significantly improve policy implementation and promote gender equality in education in Afghanistan.

Implementation Of Gender Equality Education In The Boarding School Tarbiyatul Mu'allimat Al-Islamiyah Al-Amien Prenduan Sumenep

Education and pesantren are two parts that cannot be separated for the survival of the students. One of the bad stigmas among society is that a woman is marginalized by men, so there are many cases of harassment or even violence against a woman. With the existence of islamic boarding schools in Indonesia, it turns out that it has a change in the order of society to raise the degree of women in Indonesia. That men are now also activists to maintain the existence of a woman. The existence of this islamic boarding school provides a solution to raise the degree of a woman because in pesantren today it has taught several skills and education based on gender equality education. Thus, female students can grow and develop with confidence to defend themselves to be able to compete with a man. In this study, researchers used a qualitative field approach with a type of case study research. While the method in collecting data, researchers use three methods, namely observation, interview and documentation. Meanwhile, the data analysis technique is through data reduction, data exposure and data verification. The form of implementation of gender equality education management applied in tarbiyatul mu'allimat al-islamiyah is leadership and management training, worksop improvement of group leaders and organizational skills among female students while the advantage of this implementation is the confidence of each student to be able to compete with a man and have a trustworthy and honest leadership spirit. Meanwhile, the drawback is that there are some students who are indifferent in carrying out and implementing the discipline of islamic boarding schools that have been mutually agreed upon, both kyai, teachers and students.

The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution

This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language programmes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Participants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical significance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.

STEM EDUCATION AND THE GENDER GAP: STRATEGIES FOR ENCOURAGING GIRLS TO PURSUE STEM CAREERS

Science, Technology, Engineering, and Mathematics (STEM) are becoming increasingly important in today's society as they drive innovation and shape the future of the global economy. However, there is a persistent gender gap in STEM education and careers, with women significantly underrepresented in these fields. This gender gap can be attributed to various factors, including societal stereotypes, a lack of role models, and inadequate support systems for girls and women interested in pursuing STEM careers. This study aims to understand why women tend to avoid STEM careers and how to encourage women to be more involved in STEM fields. This study uses qualitative methods with interview collection techniques. The results of the study show that there are several aspects for women to be involved in STEM (1) initial exposure to the STEM field, (2) providing positive role models for women, (3) creating an inclusive and supportive learning environment, and (4) working actively to eliminate gender bias and stereotypes. Encouraging girls and young women to pursue STEM fields is critical as it not only helps create a more diverse and inclusive workforce but also opens up opportunities for innovation and advancement. Studies have shown that exposing girls to STEM fields at an early age can significantly impact their interest and confidence. In addition, they have access to positive female role models. They are creating an inclusive and supportive learning environment for girls in STEM fields. In conclusion, addressing the STEM gender gap and encouraging girls to pursue STEM careers is critical to creating a diverse and inclusive workforce, driving innovation and progress.

Crip-queer intimacy, alliance and activism: towards holistic sexuality education in Taiwan

ABSTRACT This study investigates the significance of sexuality education for individuals with disabilities in Taiwan. It highlights the importance of understanding sexuality as a fundamental aspect of identity, encompassing intimate relationships and connection to others. Since the implementation of the Gender Equity Education Act in 2004, Taiwan has made efforts to include comprehensive sexuality education in the school curriculum and integrate disabled students into mainstream education. However, disabled individuals still face barriers due to ableism and heteronormativity, which impede their access to sexual and reproductive health services, including sexuality education. To address this issue, we conducted a qualitative investigation using narrative and policy data, drawing on Scott’s phenomenology of nothingness and crip theory to explore the intersection of sexualities and disabilities in educational contexts. Our findings reveal that individuals with disabilities in Taiwan often rely on pornography and other erotic materials as informal sources of sex education. Hand Angels, a volunteer-based group established in 2013, has been actively promoting sexual rights within disability rights organisations, advocating for a comprehensive, sex-positive, pleasure-focused, and rights-based approach to sexuality education. However, there are still gaps in knowledge production and policy implementation, which systematically deny people with disabilities their right to sexual agency.

Gender Heterogeneity and Inter-generational Transmission of Learning Ability in India

This article examines the role of gender heterogeneity in inter-generational transmission of learning efficiency, a proxy for scholastic ability. We use primary survey data of 1000 elementary students collected from 125 public schools in Uttar Pradesh in 2019. Efficiency scores calculated from data envelopment analysis by considering students’ academic test scores in various courses are used as a proxy for learning ability. First, we find strong evidence of inter-generational transmission of schooling of father, mother, and average parents to their children. Second, the study finds that a mother’s educational attainment in children’s learning efficiency is relatively more significant than that of the father. In addition, we observe the gender heterogeneous effect of parents’ education on children’s learning efficiency, where transmission effects in the case of girls show improvement if parents’ level of education increases. As a policy implication, the study highlights the importance of girls’ education, which not only narrows the gender gap in education but also facilitates the inter-generational transmission of learning, benefitting the family and society.

Characterization of teaching practices that facilitate or limit student participation from a gender perspective. A case study for the training of physical education and mathematics teachers in a regional university in Chile

The study addresses from a gender perspective, the scope of the practices that university teachers have implemented in Initial Teacher Education. The main objective was to know the teaching practices in the university and school classroom, which facilitated and/or limited the participation of students from the experience of those who have lived them as students of Secondary Education Pedagogy in Mathematics and Physical Education Pedagogy. This is a multiple case study, with a qualitative approach. The results show the presence of various teaching practices in which both the absence of a gender approach and the persistence of an acceptance of certain gender roles and stereotypes that continue to be transmitted in university and school classrooms are evident. Although future teachers of Mathematics and Physical Education are clearly aware of the characteristics of these practices and the discrimination associated with some of them, new challenges arise from this study to promote changes in initial teacher training which will allow young people to be agents of the social transformation required in terms of gender equity in education.

Pendidikan Kesetaraan Gender dalam Perspektif Al-Qur’an: Analisis Pendekatan Library Research

The purpose of writing this scientific paper is to find out what is meant by gender equality education and gender equality education in the perspective of the Qur’an. This writing uses literature study, namely writing whose subject is in the form of library literature, using primary sources in books written by Nasaruddin Umar. The definition of gender equality education is an effort in which all human beings, both men and women are free to develop their personal abilities and make choices without being limited by stereotypes, rigid gender roles. This does not mean that women and men must always be equal, but that their rights, responsibilities and opportunities are not affected by whether they are born male or female. Gender equality education in the perspective of the Qur’an, Nasaruddin Umar revealed that there are principles of gender equality set forth in the Qur’an, namely: men and women as servants of Allah, men and women as caliphs on earth, men -men and women receive the primordial agreement, Adam Eve is actively involved in the cosmic drama, men and women have the potential to achieve achievements as human beings.

GENDER REPRESENTATION IN HIGHER SECONDARY ENGLISH TEXTBOOKS OF KHYBER PAKHTUNKHWA AND FBISE

Curriculum plays a foundational role in shaping opinions, beliefs, and worldviews given its grounding in sociocultural ideologies. Therefore, gender representation in school curricula has been the subject of research across the world since the 1970s. Although a handful of studies have been conducted in Pakistan, they have consistently reconfirmed deep-seated gender bias in textbooks despite governmental pledge to gender equality in education through administrative and financial investment over the past few decades. While previous studies have focused on primary- and secondarylevel textbooks from individual provinces, the current study reviews most recent higher-secondary English textbooks taught in schools and colleges affiliated with 8 KP boards as well as FBISE hence their impact on a large number of young men and women about to embark on professional journeys. Broadly informed by the theory of Anti-Oppressive Education (Kumashiro, 2000), this qualitative research has used directed content analysis to explore gender representation in the selected textbooks to conclude that despite governmental commitment to empower women through education, these Grade XI and XII textbooks launched in 2020 and 2021 respectively, fail to eliminate gender inequality from the curriculum. The article concludes by providing recommendations for systematic elimination of gender bias from the curriculum.

Addressing Gender Disparities in Education: Empowering Girls through Education in Pakistan

Education may transform everyone's life, regardless of gender. Gender bias remains widespread. Pakistan's rural areas are especially bad. Pakistani women have been exploited since independence. Pakistani women rarely receive constitutional rights. Discrimination against women in the job, school, economy, and politics predates the 20th century. 200 teachers and 200 students from around Pakistan were selected for a good sample. A typical questionnaire assessed the girls' school backgrounds, objectives, and gender equality beliefs. At the schools examined men and women had very different educational opportunities. Lack of resources, social pressures, and discriminatory laws and practices make it tougher for girls to receive an education, according to research. The report concludes that broad governmental action to close the gender education gap is important. It offers gender-sensitive classrooms and community-building projects.

Students’ perceptions of gender equality: A case study of a conflict-stricken country

The study investigated undergraduate students’ perceptions of gender equality, their practices and perceived strategies to promote gender equality in Afghanistan. It also examined the impact of the participants’ gender on their responses. The authors used an online questionnaire to collect data from 448 students using snowball sampling technique. They used descriptive and inferential statistics to analyze the data. The findings showed that the majority of the participants had favorable perceptions about gender equality, and an overwhelming majority disagreed with the traditional notion of “women belong in the kitchen and men belong at the office”. They used various practices to varying extent to promote gender equality in their communities (e.g. advocacy for gender equality). They suggested a number of strategies to promote gender equality in Afghanistan (e.g. integration of gender equality in education). Furthermore, the participants’ gender had a significant impact on their perceptions of gender equality. Female students had stronger perceptions about gender equality than their male counterparts did; they used a number of practices more frequently than males to promote gender equality. Compared to their male counterparts, female students were also more aware of roles of men, mullahs, education and awareness programs in promotion of gender equality in society.