Gender And Education Research Articles

Sex Disaggregated Data (SDD) Analysis: Unveiling Educational Journeys of BSBA Marketing Management Graduates

This study determines the differences in profile and academic experiences of BSBA Marketing Management from Mariano Marcos State University (MMSU) from SY 2013-2014 to SY 2017-2018 using Sex Disaggregated Data (SDD) analysis and a descriptive research design. The data for 208 graduates was collected through an online survey. The study shows gender differences in various aspects, including civil status, region of origin, residence, honors, scholarships, and motivations for pursuing the degree. Male graduates were mainly single and residing in the city, while female graduates demonstrated greater geographic diversity and higher incidences of marital and parental responsibilities. Educational experiences highlighted that female graduates were more likely to receive academic honors (e.g., cum laude) and scholarships, whereas male graduates excelled in extracurricular activities. Motivations for degree pursuit also varied, with peer influence being more significant for males and familial influence being more critical for females. The findings suggest several strategies to address gender disparities in the BSBA Marketing Management program. These strategies include advanced scholarship programs, support services for female students, promotion of extracurricular activities among female students, career guidance and job networking, and flexible and accessible course offerings. The goal is to create a more equitable educational environment, ensuring equal opportunities and support for both male and female students. This study contributes to the existing research about gender equality in education by emphasizing the need for strategies to support diverse student needs and an inclusive academic environment.

ПЕДАГОГИКАЛЫҚ ТЕОРИЯ МЕН ПРАКТИКАДАҒЫ ГЕНДЕРЛІК СӘЙКЕСТІК ПЕН ТЕҢДІК МӘСЕЛЕСІ

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

IS SUB-SAHARA AFRICA CLOSING THE GENDER INEQUALITY GAPS? A PRINCIPAL COMPONENT-CLUSTER ANALYSIS

Gender inequality in the labor market has long been a source of concern in the global human rights and development agenda, it’s not just a necessary human right but it’s a precondition for economic development. Despite the realization of some MDGs, SDGs, and Agenda 2030 goals, women in SSA continue to be marginalized. Notably, SSA nations have eliminated 66.45 percent of gender disparities in general. The region, in specific, has achieved remarkable strides toward gender parity in education, reducing the gap by approximately 88 percent, 98 percent in health, and 71 percent in economic participation. However, there exist major gender differences in political empowerment, where only 21.8% of the gender gap has been closed. The study recommends that SSA countries should fully implement and live up to the requirements of the ILO and UN conventions and treaties on gender equality for economic prosperity.

A lower gender equality consciousness in rural and left-behind children: a latent class analysis.

School age is a critical period for the development of individual gender equality consciousness. The purpose of this study was to explore the potential classes of school-age children's gender equality consciousness, influencing factors and their differences in gender role, thus providing targeted guidance for the formulation and implementation of gender equality education strategies. A cross-sectional survey was conducted among 1846 school-age children using the demographic information questionnaire, gender equality consciousness questionnaire and Bem Sex Role Inventory. A latent class analysis was performed to explore gender equality consciousness latent classes. Multinomial logistic regression analysis was conducted to examine the predictors of class membership, and chi-square test was used to compare the gender role of each latent class. The average age of the included 1846 participants was 10.10 ± 1.82 years old. The proportion of boy, grade 6 and living in urban area, respectively, were 50.8, 25.3, and 60.2%. The only children was 16.3% and left-behind children was 22.5%. 60.5% of all children thought their parents had a good relationship. The core family structure in all participants was 54.1%. Mothers were the caregivers of most children (63.6%). The same-sex friends more than 3 was 73.5%, while opposite-sex friends ranged from 0 to 1 was 41.7%. Three latent classes were identified and labeled "high gender equality consciousness" class (20.6%), "moderate gender equality consciousness" class (42.3%) and "low high gender equality consciousness" class (37.1%). Factors affecting the different types of school-age children's gender equality consciousness include gender, grade, caregiver, place of residence, whether they are left-behind children and parental relationship. Rural and left-behind children are more likely to enter the "low gender equality consciousness" group. Children in the "low gender equality consciousness" group had a lower proportion of androgynous gender role. Rural children and left-behind children are the priority groups for gender equality education. Gender role is the important predictors and intervention targets of children's gender equality consciousness. Educators or policy makers can formulate targeted intervention measures according to the influencing factors of potential classes.

Turkey's gender gap in higher education: An analysis of IR doctoral students

This article assesses gender research patterns among Ph.D. students in International Relations (IR) discipline in Turkey with a particular focus on women. We examined 622 IR doctoral dissertations accepted by institutions of higher education in Turkey between 2009 and 2019. We found a statistically significant gender-based pairing among students and advisors, in addition to a higher number of male students and advisors, which suggests greater male visibility in graduate school and academia. Dissertation keyword analysis shows that similar topics are studied by both men and women, and reveals a noticeable absence of gender-sensitive issues, even among the work of female researchers. The striking omission of feminist IR reveals the importance of ‘minding the gap’ in contexts outside of the Western domain.

Gay Men's Gender Experiences in Police Academy

<p>本研究探討警校男同志在學期間所經驗到校園中性別相關的文化，以及這些經驗對他們產生的影響和相對應之因應與調適。研究以女性主義觀點的敘事研究方法，招募四位正在就學或畢業三年內之警校男同志進行半結構式訪談，採「類別-內容」分析法處理資料。研究結果包含四大部分：（1）警校文化可歸類成三部分:官僚體系、傳統封閉、訓練因素；（2）警校男同志除了受其所身處警校文化影響外，也經驗到警校中的性別文化:反女權、異性戀霸權、陽剛文化；（3）在這些多元因素與壓迫相互交織下，警校男同志在校多數時間經歷來自不同對象（老師、隊部師長、同儕）的恐同與歧視；（4）前述經驗使警校男同志感受到身為校內性少數的孤單感及內化恐同所帶來的不舒適感，同時也發展出不同的因應與調適（直接回應、間接調適、尋求支持）。結論:置身於一個父權、官僚體系、結構性的文化脈絡與體制下，警校男同志確實經驗到歧視與恐同，雖然有發展出一些因應策略以利在此環境中生存下來，但還是感受到很深的孤單感。根據研究結果，本文在教育與輔導實務上，建議警校教師、隊部師長及諮商輔導中心進行性平友善校園活動之推展、相關法規與制度之修訂，並期待校方領導階層能有效帶領警校體制與系統進行相關倡議活動；此外，也建議未來研究可更聚焦多元及性少數學生在警校之處境，以促進多元性別相關議題在這些單位受到重視。</p> <p> </p><p>This study aimed to investigate gay men’s gender experiences, their ways of coping, and what strategies they arm themselves with to fight sexual prejudices at the Taiwan Police Academy. This qualitative study used narrative inquiry, based on feminist perspectives, for data analysis. Four gay men who were currently attending the Taiwan Police Academy or had graduated within three years participated in semi-structured interviews. The analysis of their stories revealed the following: (1) The cultural environment of the Taiwan Police Academy is (a) a bureaucracy that is not conducive to promoting the visibility of gender equality issues, (b) traditional closures that cannot keep up with the evolution of the times, and (c) de-gendered collective life management and training. (2) Gender-related cultures are (a) threatened men’s right and anti-feminism, (b) heterosexual hegemony of lecture arrangement, and (c) masculinity of femininity-rejection. (3) Participants reported experiencing homophobia and discrimination from faculty and peers, as well as the intersectionality of multiple oppression. Homophobia and discrimination can be divided into three categories based on the following three topics: (a) Non-heterosexual sexual orientation, (b) atypical gender expression, and (c) gender difference. The first topic of discrimination can be divided into three subcategories: implicit discrimination, personally experienced discrimination, and common ubiquitous discrimination in everyday life. Discrimination against atypical gender expression was targeted toward men who spoke more feminine. The third type of discrimination against gender differences occurs in gender stereotypes and the misogyny or objectification of women. (4) With respect to impact, there are two phenomena from the finding: (a) Feeling alone was the shared experience of the participants in the homophobic and oppressive environment. They all consistently mentioned that they had few gay friends in police academies. (b) The participants experienced different degrees of internalized homophobia; some said that an unfriendly environment made them less self-accepting because of their gay status, whereas others said they would never want to be gay again in life. Additionally, regarding coping strategies, the participants developed different strategies to deal with the discrimination, isolation, and microaggressions they encountered in schools. These strategies included three types: (1) direct responses (self-deprecating, counterattack, and education in an opportune time); (2) indirect self-regulation (pretending to be heterosexual, intentionally ignoring unfriendly comments, assuming that it can divert attention if viewed from a different respective, and choosing an identity with advantageous attributes); and (3) seeking support from friendly peers, professors, and faculty of student corps (especially Captain, Associate Captain, and Lieutenant); furthermore, some participants availed themselves for counseling and guidance resources. Surrounded by a patriarchal, bureaucratic, and heteronormative system with restrictive structures, gay men at the Taiwan Police Academy had indeed experienced real discrimination and homophobia. Although they had developed different coping strategies to survive in the environment, they still needed to protect their educational status and safety by hiding their sexual minority identity. Implications and recommendations for faculty and counselors to reduce oppression or discrimination against LGBTQIA and students studying at the Taiwan Police Academy were provided based on the findings of this study. In future studies, researchers can explore other sexual minorities in police academies, such as lesbians, bisexuals, and transgenders. Suggestions for Police Academy teaching and team management can be summarized as follows: (1) School leaders take the lead in promoting gender equity education; (2) Implementing gender-related regulations and laws in traditional closures; (3) Create a gender-equal and friendly life management and training space; (4) Create a learning environment free from gender bias and discrimination. Additionally, practical advice to the Counseling Center in the police academy includes how to reduce the stigma associated with counseling and how to explicitly take a gender-friendly stance. This is the first study to investigate the educational experience of sexual minority students, especially gender experiences, at the Taiwan Police Academy. More research on sexual orientation and gender identity experiences at the Taiwan Police Academy is needed to promote an understanding of gender equity in masculine-dominant educational systems.</p> <p> </p>

Perceptions of Female Students Regarding Male Student Attitudes at Higher Educational Institutions

The study examines female students' perceptions of male student attitudes at the University of Swabi, focusing on gender bias, academic sexism, stereotype threat, and classroom climate, aiming to promote gender equality. The problem statement highlights the need for a comprehensive investigation into female students' perceptions of male student attitudes at the University of Swabi. The objectives of the study are to examine female students' perceptions, identify gender-based biases, and explore the impact of male student attitudes. The research questions are framed to investigate these aspects in detail. The significance of this study lies in its potential to contribute to gender equality in education, enhance student well-being, improve academic performance, nurture healthier social dynamics, promote respect and diversity, inform policy formulation, and ultimately create a more inclusive and supportive educational environment. The findings from the study reveal important patterns in female students' perceptions and experiences at the University of Swabi. In conclusion, this research provides valuable insights into the perceptions and experiences of female students regarding gender-related issues at the University of Swabi. It offers recommendations to further improve the gender-related climate on campus, ultimately contributing to a more equitable and inclusive educational environment.

Social exchange or reinforcement of women’s educational advantage? The influence of educational assortative mating on occupational assortative mating for couples in Spain

The reversal of the gender gap in education has transformed traditional patterns of assortative mating, increasing the number of hypogamous couples. This change has been particularly intense in the case of Spain, a country of great interest due to the ambivalence of strong support for egalitarian attitudes and high proportion of traditional couples. Using quarterly microdata from the Spanish Labour Force Survey, applying generalised ordered-logit models, this research reveals that educational hypogamy increases the probability of occupational hypogamy. This association is consistent with the use of different occupational classifications and levels of disaggregation. But there are some factors that limit the transmission of women’s educational advantages to their occupational levels, mainly gender differences in access to the labour market and an uneven distribution of professional achievements by sex. The findings obtained underline the relevance of using different measures as well as different theoretical approaches to explain seemingly contradictory couple equilibria.

Educational assortative mating and motherhood penalty in China

Mothers earn less than comparable childless women, and such motherhood penalty differs in magnitude by women’s socioeconomic and demographic characteristics. Prior research, however, has rarely considered how the effect of parenthood on women’s income may also depend on the characteristics of their partners. Using data from the China Family Panel Studies 2010–2018, we examine how the effects of motherhood on women’s earnings and within-couple income inequality vary by couples’ educational pairings in China. A large educational gap between spouses–hypergamy or hypogamy–exacerbates the motherhood penalty on a woman’s individual income and her share of the couple’s combined income. However, when the educational gap between spouses is moderate, hypergamy lessens the motherhood penalty on women’s individual income, whereas hypogamy mitigates the penalty on their share of couples’ combined earnings. In the context of China’s declining fertility, narrowing gender gap in education, and widening gender pay gap, these findings provide descriptive empirical evidence on how the motherhood penalty varies by educational assortative mating and underscore the significance of considering couple dynamics in understanding the motherhood penalty.

Gender Inequality in Education and Science

The research in the paper is directed towards the study of gender equality in science and education, with a focus on science and research activities in Serbia. The aim of the research conducted is to identify certain anomalies indicating the presence of a gender gap in education and science and to compare the trend in the domain of gender inequality with the one detected in Europe. Descriptive statistics is used in the research. The data is collected from various sources and the relevant literature that explores the gender gap in education and science, primarily focusing on the publications of the Statistical Office of the Republic of Serbia (SORS). The research proved the presence of gender inequality in science and research activities in Serbia. In fact, the gender segregation that is present in the education system is also reflected in the field of science. The research also confirmed the existence of vertical segregation, manifested through women's extremely modest participation in management positions of institutes and faculties.

Strategies for Enhancing Gender Equity among Railway Workers in Lagos State, Southwest Nigeria

The study determined the strategies needed for enhancing gender equity among Railway workers in Lagos State South West Nigeria. The design of the study was descriptive survey design. The population of the study was 482 and the sample size was 217 consisting of 112 senior and 105 junior staff of Nigerian Railway Corporation Ebute-Metta Lagos. Questionnaire was the instrument used for data collection. Data collected were analyzed using mean. Findings revealed that the strategies for promoting gender equity are creating an inclusive gender diverse working environment, identifying and preventing gender biases, treating all staff equally, putting equality policies in place, among others. Findings also indicated that the challenges to enhancing gender equity included gender biases, not giving proper value to women’s work among others. Findings also showed that some of the ways of reducing challenges to enhancing gender equity included treating all workers with respect and considering, offering mentorship program, organizing focus group discussions, encouraging diversity program, and supporting women in more senior roles. It was concluded that Interventions such as gender analysis, functional and adult literacy and kicking against office female harassment are needed for enhancing gender equity. It was recommended that awareness should be created by government at all level on the need for equal right for men and women in workplaces, more emphasis should be placed on the need to inculcate gender equity education into the curriculum for secondary and tertiary institutions.

Implementing augmented reality to improve students’ biology learning outcomes: Gender-based effect

<span lang="EN-US">The current study examined the difference in students’ biology learning outcomes based on gender following the implementation of Augmented reality (AR). A gender equality study is useful as a foundation for establishing gender-sensitive learning. Gender equality promotes higher productivity and development outcomes, therefore it has favorable effects on economic and technological growth, as well as social fairness. We administered a quasi-experimental non-equivalent pretest-posttest control group design. The research population is all of class X public high school in Pamekasan Regency, Indonesia. The research samples were 56 senior high school students in class X. The classes that will be used as research samples are first tested for equality. The equivalence test analysis will use analysis of variance (ANOVA) by utilizing the SPSS 23.00 for windows program. Participants’ learning outcomes were measured using an essay test. The revised Blooms taxonomy indicators were used as the reference to construct the tests. The test covered the indicators of applying (C3), analyzing (C4), and synthesizing (C5). The participants’ answered were evaluated using a 4-point scale rubric adopted from Hart. One-way ANCOVA (analysis of covariance) was performed, involving the pretest scores as the covariate. The results showed that there was no difference in biology learning outcomes between male and female students involved in this study (p>0.05). These findings demonstrate that the implementation of augmented reality can close the gender gap in biology education. Augmented reality can be a solution to improve the learning environment in biology classrooms and facilitate gender-based learning demands.</span>

성평등 관점의 성교육을 실천하는 보건교사의 경험에 관한 내러티브 탐구

Objectives The purpose of this study was to conduct a narrative inquiry into the motivations for practicing sexuality education provided by health teachers and the various practice experiences of sexuality education from a gender equality perspective.
 Methods Six health teachers who practice sexuality education from a gender equality perspective were selected as participants in this study. By collecting stories about their experience in practicing sexuality education from a gender equality perspective and going through the process of reexamining the research purpose and research puzzle, the intermediate text was processed based on the three axes of narrative inquiry: temporality, sociality, and space (place). The intermediate text was interpreted and analyzed with evidences based on the perspective of the research puzzle and previous research and theory and presented as a research text.
 Results The meaning of the health teacher's experience of practicing sexuality education from a gender equality perspective was derived by classifying it into three dimensions: personal justification, practical justification, and social justification. First, in terms of personal justification, it was derived as ‘awareness of gender inequality and growth gained from it’, ‘self-reflection and internalization of gender equality perspective’, and ‘establishing teacher identity as a minority in school space’. Second, in terms of practical justification, it was derived as ‘approaching everyday life as unfamiliar and making gender equality a habit’, ‘expanding the perspective of gender equality to the periphery’, and ‘changing perception of feminism’. Third, in the social justification dimension, it was derived as ‘implications of the implementation process for generalization of gender equality education’, ‘desire to improve structure for efficient practice of gender equality education’, and ‘clarification of support for gender equality education policy’.
 Conclusions This study about the current state of sexuality education from a gender equality perspective provides meaningful data to prepare practical support measures, suggests new practice and processes to solve problems in school sexuality education, and contributes to find the alternatives for various changes in the sexuality education field in the future.

EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS

India has always been a nation of villages, and although Indian women are revered as goddesses, their current circumstances are incredibly deplorable. Since the day they were born, they have experienced troubles. Additionally, tradition and custom are hostile to women. Their lives are being improved by several NGOs and the government, but these efforts remain insufficient. The main obstacle to their development and empowerment is education. The reality is that our nation has the highest percentage of illiterate people in the whole globe. Approximately 50% of all adult females in India cannot read or write, and roughly one-third of the country's population is today functionally illiterate. Particularly among women and in rural regions, illiteracy rates are high. Education for women is essential to the overall growth of any nation. Even though gender equality in education is given a lot of attention in India, there is still inequality in access to education. Women have different levels of access to education in rural and urban areas. All of these issues are covered in this essay along with appropriate solutions to the issues.

Gender Bias Analysis and Right to Fight for Gender Equality in Education through the Children's Book “I AM KARTINI”

This study employs visual discourse analysis to reveal the visual elements within the children's book "I AM KARTINI." Its primary objective is to assess how the book conveys the interplay between gender and the pursuit of gender equality, particularly concerning education. The analysis reveals a both the promotion of Gender Equality and the presence of Gender Inequality. "I AM KARTINI" strongly advocates for Gender Equality, emphasizing the critical importance of granting women equal access to education. The book communicates the idea that numerous women recognize education's pivotal role in their lives and society as a whole, championing women's inherent right to the same opportunities enjoyed by men. However, the analysis also uncovers instances of Gender Inequality depicted in the book, connecting patriarchal culture within the Indonesian educational system. The book portrays stereotypes that restrict women to domestic roles, primarily centered on family and household responsibilities. This research highlights the critical importance of examining how gender is represented in children's literature. "I AM KARTINI" serves as a powerful instrument in this endeavor, advocating for gender equality while also highlighting the ongoing challenges related to gender bias and inequality within the Indonesian educational landscape. These findings emphasise the urgent need to recognize and address these issues to foster an inclusive educational environment where every individual has an equal opportunity to thrive.

Development of Learning Materials for Nonformal Educational Leadership with Gender-Responsive Values

This study aims to present the results of a content analysis of gender-responsive values that have been incorporated into non-formal education leadership courses. These courses play a crucial role in preparing prospective non-formal education leaders who are gender-aware and capable of addressing gender-related challenges in educational contexts. The Non-formal Education Leadership course is a vital component in nurturing high-quality leaders in the field of non-formal education. Integrating gender-responsive values into the curriculum of this course is of paramount importance to achieve inclusive and sustainable leadership. The study employs a qualitative approach, utilizing document analysis to examine the syllabus, teaching materials, and teaching methods of non-formal education leadership course documents. The research focuses on developing gender-responsive content values within non-formal education leadership teaching materials, including understanding gender roles in leadership, promoting gender equality in education, dismantling gender stereotypes, and empowering women within the educational context. The study's findings demonstrate that gender-responsive values are thoughtfully integrated into the non-formal education leadership course, aligning with the course's competency objectives and emphasizing the importance of diversity. The syllabus, structured around teaching materials, addresses gender issues in educational leadership and provides relevant case examples. The teaching methods employed facilitate open discussions and reflections on gender matters, encouraging students to adopt inclusive and gender-sensitive perspectives. Moreover, the study highlights efforts made to promote women's participation and empowerment within the context of educational leadership. The non-formal education leadership courses effectively incorporate gender-responsive values that are relevant and significant. Successful implementation of these values will contribute to fostering more inclusive, equitable, and sustainable educational leadership. Keywords: Leadership, Non-formal Education, Gender Responsive.

Pregnant and abandoned: qualitative assessment of COVID-19 pandemic educational challenges faced by pregnant college students in Uganda

ABSTRACT Early marriage and pregnancy hinder global commitment to attain gender parity in education. This article discusses educational challenges experienced by parenting college students during the COVID-19 pandemic in Uganda. The study qualitatively assessed the effects of COVID-19 on the National Teacher Colleges’ learning environment. On the reopening of schools after the lockdown, colleges were overwhelmed with an increased number of students who returned either pregnant or with young babies. Colleges were not prepared since pregnancy in college is prohibited through denial of on-campus accommodation and other services. Pregnant students were stigmatized, shunned and blamed for having engaged in immoral sexual behaviour and punished for their indiscretions. Pregnant and abandoned is structural gender-based violence that manifests in the physical, emotional, economic and social violence faced by pregnancy and parenting students, the young mothers are abandoned by their families and partners, and are denied child support and other student services. Future studies need to investigate the effects of such tormenting experiences of being abandoned on the academic performance and future parenting decisions of such girls.

Gender equity education in oncology: A survey study of hematology-oncology fellowship program directors.

192 Background: Understanding gender equity (GE) as it pertains to patient care as well as the healthcare workforce is essential to the education of future physicians. However, the landscape of GE education in hematology-oncology (HO) fellowship programs is not well-characterized. The purpose of this study was to examine if and how current HO fellows receive training about GE for both patients and physicians. Furthermore, we aimed to identify barriers to providing such training and establish opportunities for educational initiatives regarding GE in HO. Methods: We conducted an online survey of program directors (PDs) of adult HO fellowship programs in the United States. We asked for PD perceptions of how important GE is for patients and physicians and whether their training programs currently offer GE training. For programs without such training, PDs were asked about reasons for lack of current training and level of interest in providing it in the future. Responses were recorded using Likert scales, multiple choice, and open-ended responses. Data were analyzed using descriptive statistics, and open-ended questions were analyzed with thematic analysis. Results: Of 172 PDs contacted, 57 PDs completed the survey (33.1%). Most PDs felt that training in GE issues is “somewhat important” or “very important” regarding patient care (n = 39, 68.4%) and the physician workforce (n = 45, 80.4%). However, most PDs reported that their program does not provide formal training in GE issues regarding patient care (n = 48, 84.2%) or the physician workforce (n = 44, 78.6%). Common reasons listed for lack of GE training include lack of resources (regarding patients: n = 28, 68.3% and regarding physicians: n = 24, 54.5%). Most PDs were interested in resources for patient and physician GE (n = 46, 93.9% and n = 39, 88.6%, respectively). Several programs were open to sharing their training materials for patient (n = 3, 44.4%) and physician GE (n = 8, 66.7%). Conclusions: While most HO PDs feel that GE training is important for patient care and the physician workforce, most reported their fellowship does not offer such training primarily due to lack of resources. Given the interest of many PDs for more educational GE resources, there are opportunities to share existing materials and create new resources to enhance the GE training for future HO physicians.[Table: see text]

유치원 통합학급 교사들의 남성 유아특수교사에 대한 인식과 경험 탐색

Purpose: The purpose of this study is to explore the perceptions and actual experiences of kindergarten teachers working in inclusive classrooms regarding male early childhood special educators (ECSETs).
 Method: To achieve this, relevant prior studies were analyzed, and a semi-structured interview guide was created. Semi-structured interviews were then conducted with six teachers who had experience working with male ECSETs and operating inclusive classrooms. The interview transcripts were subsequently analyzed using the constant comparative method.
 Results: First, male ECSETs, like their female counterparts, were viewed as having the necessary competencies, having undergone the same educational process. Furthermore, they expressed the opinion that during consultation hours, male ECSETs offer a perspective different from that of females and are greatly helpful in situations that require physical strength. Second, the presence of male ECSETs was found to be significantly beneficial in various aspects such as physical activity support, gender equality education, field experiential learning, and disability understanding education. However, perceptions on handling personal care issues for female special education students were suggested to need change. The competency of special education teachers was considered more influenced by individual experience and characteristics than by gender. Third, additional support needs for male ECSETs were proposed, such as installing restrooms and rest areas and activating training or gatherings for male ECSETs.
 Conclusion: This study analyzed perceptions and experiences of male ECSETs, identified their support needs, and proposed directions for future research. The aim was to provide evidence for enhancing the role of male ECSETs and proposing expanded support strategies.

Gender Equality in the Middle of the Covid-19 Pandemic in the Labor Market

The COVID-19 pandemic has accelerated the digitization process in service systems and manufacturing industries in most countries, although at varying speeds. This was triggered by social distancing requirements and other COVID-19-related regulations imposed by governments around the world, including Indonesia. Digital technology is widely regarded as a promising means of promoting gender equality in education, the labor market, access to finance, and health care. This study is aimed at examining whether there are significant differences between female and male workers in the labor market and the digital access they have during the COVID-19 pandemic. The research design used is quantitative. The objects in this study are female and male workers in the province of Bali. In general, the results here confirm indications of increasing gender inequality in Bali. Gender issues are often ignored in gender-related research because technology is believed to be gender-neutral. Male workers have higher productivity than female workers in the labor market. The gender approach argues that technology is not neutral, but dependent on culture. Technology reflects the society that creates it. Access to (and effective use of) technology is affected by a spectrum of exclusions that intersect including gender, ethnicity, age, social class, geography, and disability. The power relations that exist in society determine the enjoyment of the benefits of ICTs, therefore they are not gender-neutral.