Gender And Education Research Articles

"I Just Want to Feel Safe Going to a Doctor": Experiences of Female Patients with Chronic Conditions in Australia.

The androcentric history of medicine and medical research has led to an ongoing sex and gender gap in health research and education. Sex and gender gaps in research and education may translate into real-life health inequities for women. This study aimed to explore the experiences of female patients with chronic health conditions in the Australian health system, considering existing sex and gender gaps in medicine. This qualitative study used semistructured in-depth interviews with a sample of adult women with chronic conditions in Australia. Thematic analysis was undertaken, guided by Braun and Clarke. Software NVivoX64 assisted in the management of the data. Coding was performed before grouping into subthemes and central themes. To allow for potential researcher biases, the principal researcher engaged in the practice of reflexivity, including the writing of detailed notes during analysis. Twenty adult Australian women with chronic conditions were interviewed. Diagnoses were varied and included Ehlers-Danlos syndrome, chronic fatigue syndrome, functional neurological disorder, and inflammatory bowel disease. Four central themes emerged: diagnostic difficulties; spectrum of health care experiences; understanding medical complexity; and coping with symptoms. Women with chronic conditions in Australia report pain, fatigue, and suffering that significantly impacts upon their daily lives. There was a shared experience of feeling that the pain and suffering of women was dismissed or not taken seriously. Many women expressed trauma because of their experiences in health care and often this led to a fear of accessing health services. The participants highlighted a need for more knowledge, understanding, and empathy from health care practitioners.

The gender education gap in developing countries: Roles of income shocks and culture

When exposed to an adverse income shock, cash-constrained households may lean on culture to select the gender of offspring whose outcomes will be sacrificed to enhance survival. We test this by studying how culture mediates the impact of drought on the gender education gap in two separate settings: Malawi and Indonesia. In so doing, we proxy culture with kinship traditions (matrilocality and patrilocality) and exploit drought episodes’ spatial and temporal randomness as a source of exogenous variation in rural households’ exposure to adverse income shocks. After accounting for grid and year-fixed effects, we find that patrilocal households, but not matrilocal ones, sacrifice their daughters’ schooling in favor of sons’ when they experience droughts and schooling requires payment of fees. These results survive numerous robustness checks and are driven by disparities in women’s empowerment and the extent of son preference between matrilocal and patrilocal groups.

Mainstreaming Gender Perspectives in Modular Instruction

Gender equality in education can be achieved through gender mainstreaming. Through gender-responsive practices, this transformation can be achieved. This study assessed the implementation of Gender and Development (GAD) perspectives in modular instruction at Mountain Province State Polytechnic College. It aimed to identify modular instruction practices that promote gender-fair learning and challenges in mainstreaming gender perspectives and suggest measures to address the challenges. The study participants were thirty-four (34) faculty members as module developers. A descriptive research method through document analysis of the syllabi and modules was utilized to identify the gender mainstreaming practices in modular instruction. An interview and focus group discussion were conducted to identify challenges and further clarify issues in the research. The data analysis showed that course facilitators considered gender-inclusive practices in module development, indicating an awareness of gender mainstreaming. However, only a few were able to integrate GAD concepts into their modules. Also, there are pressing challenges faced by the course facilitators in facilitating gender mainstreaming practices that have given rise to a lack of commitment towards advancing GAD programs. The gender-inclusive practices and the different challenges underscore the further need to intensify mainstreaming efforts in the following areas: enabling policy, human resources, material resources, and activities.

농촌특화 성평등 교육프로그램 개발을 위한 농촌지역 성평등 교육 참여자의 경험적 인식 분석

The purpose of this study was to suggest ways to improve specialized gender equality training programs for rural areas as tools for empowering women farmers based on in-depth interviews with villagers and professional trainers. Since the launch of the Support of Female Farmers and Fishermen Act in 2001, various policies have been implemented to support women farmers in Korea. In line with the recent basic plan to nurture female farmers for the years 2021-2025, which aims to extend gender equality education to rural areas, the first batch of specialized gender equality trainers for rural areas completed the course in 2021. Despite these institutional efforts to support gender equality education in rural areas, the current training courses need improvement to reflect the complex reality faced by women in these areas. In addition to the double burden shouldered by women farmers, the patriarchal culture consolidated by powerful male leaders makes gender equality training in rural areas a unique challenge. The experiences and perceptions of the villagers were analyzed and suggestions were made, categorized into three themes: access to the training, the acceptability of the contents, and the self-efficacy of the trainees. Based on the perceptions of the trainers, suggestions were categorized as follows: the importance of the curriculum modules and trainers’ expertise, expansion of the target population and implementation of the system, tailored training courses for rural residents. To sum up, this study suggests enhancing the agency of women farmers and changing the patriarchal rural society as the ultimate goal of gender equality training in rural areas.

성평등 이슈에 대한 중고등학생들의 입장 분석

This study aims to understand middle and high school students' thoughts on gender equality issues in our society and to draw implications for gender equality education in social studies education based on the results. To this end, focus group interviews on the veteran’s extra point system and the gender equality employment system were conducted with 31 middle school and high school students in Seoul. The data was analyzed in a qualitative way for pros and cons and their logic. As a result of the analysis, students were more in favor of the veteran’s extra point system, and mostly opposed the gender equality employment system. First, students in favor of the veteran’s extra point system suggested that it be a fair compensation for men who served in the military, and that the discrimination of the system could be offset by providing an equivalent preferential system for women. On the other hand, students who oppose that system pointed out the differentiation and limitations inherent in the system as problems. Next, the students who opposed the gender equality employment system suggested that it undermined free competition based on the equal abilities of men and women. On the other hand, students in favor of the system mentioned that it is for women in care work, and that it has a positive function in the labor market. The results of the analysis confirmed that the youth in our society lacked critical reflection on dichotomous gender roles and structural sexism, and had regressive thinking on gender equality based on fairness and meritocracy perspectives. Based on these results, the implications for gender equality education in social studies education were presented.

The effect of gender and gender pairing on bargaining: Evidence from an artefactual field experiment

Men and women negotiate differently, which might create gender inequality in earnings from bargaining. We study the role of gender and gender pairing in bilateral bargaining, using an artefactual field experiment in rural Uganda, in which pairs of participants bargain over the division of a fixed amount of resources. We vary the gender composition of the bargaining pairs as well as the disclosure of the participants’ identities. We find gender differences in earnings and agreements, but only when identities and, thus, genders are disclosed. Women in same-gender pairs obtain higher final earnings than men and women in mixed-gender pairs, which is due to the lower likelihood of disagreement among women-only pairs. We identify gender differences in demands and demand inconsistency--the money left on the table once demands are corrected for beliefs about the counterpart’s demand--as mechanisms behind the observed gender differences in bargaining outcomes. In addition, we find that gender differences in demand inconsistency are related to gender differences in education and a measure of expected generosity.

Gender Differences in Determinants of Students’ Interest in STEM Education

Despite the government’s call for students to pursue science, technology, engineering, and mathematics in the era of the Fourth Industrial Revolution (4IR), the gender gap in STEM education is still of significant concern in South Africa. This study aimed to describe different push-pull factors that influenced male and female students when choosing STEM education at the TVET college level. This study used qualitative research methods and focus-group interviews with a sample of 20 students studying at a TVET college in a rural part of the Limpopo province. In addition, a thematic analysis was used to analyse the data collected. The study revealed that the following factors: lucrative salary, graduate unemployment rate, aptitude for mathematics and science, parental education and autonomy and independence, and rejecting stereotypical feminine identities were push-pull factors that influenced both male and female TVET college students to choose STEM education. The policy implication of this study is that an Afrocentric approach should be infused into the teaching and learning of STEM at TVET colleges.

Socioeconomic diversity and typology of Bedouin communities in the hot dry Coastal Zone of Western Desert, Egypt

The study was carried out to assess the diversity of the farming system and the associated development needs of Bedouin communities in the rural area of the hot dry Coastal Zone of Western Desert (CZWD), Egypt with the objective of improving surveillance of the Bedouin communities to the harsh desert conditions. The area has low irritated rainfall (60–140 mm/yr.) and frequent incidences of drought. Specially designed questionnaires were adopted on 151 householders and 51 women groups in 4 locations. More than 50% of the householders are fully engaged in agriculture activities, whereas 31% of them are partially engaged in other businesses. The householders are extended families of 12.2 members on average. Gender differences in education are recognizable; 20% of boys ≥15 years of age are illiterate vs. 60% of girls. Dominant agricultural activities of the householders are sheep raising (98.7%), goat raising (89.4%), olive and figs cultivation (84%), and rain-fed barley (78%). Land tenure averages 31.3 acres/ household. Crop cultivation relies on rainfall, 29% of the householders apply supplement irrigation for fruit trees and vegetables. Natural pasture is an important asset for livestock, where small householders do not hold pastureland. Females do not contribute to field cropping, while 53% of them participate in animal husbandry, especially at the house. The typology of the studied stakeholders showed clear diversification in farming systems. They are clustered into four groups; depending mainly on the livestock assets, followed by the land/crop and human assets. Number of species and flock size are the most important variables for the diversity of stakeholders. The cultivated area is the main variable within land/crop assets, family members in livestock and family size are the main variables from human assets. Most of the householders (95%) give their top need for water cisterns, water reservoirs ranked second (78.6%), followed by raising and improving goats. Pasture development got the lowest priority. Goat and poultry rearing, followed by dairy processing got the top needs of women.

Racial and Gender Threat and the Death Penalty: A County-Level Examination of Sociopolitical Factors Influencing Death Sentences

The death penalty is a local phenomenon with 15% of U.S. counties responsible for passing death sentences since 1976. Although state-level research has contributed a greater understanding of abolition and state-level factors surrounding the death penalty, it remains crucially important to understand the sociopolitical context of counties as key decision-makers in death penalty cases. Findings from our study suggest that both racial and gender threats are important predictors of death sentences within these communities. Specifically, counties with Black populations greater than the state median experience increases in all death sentences, while gender equality in education produces an ameliorative effect on death sentencing. The persistence of extralegal factors, especially racial bias, influencing death sentencing suggests that these relationships be carefully considered in the research and administration of capital sentencing.

Land Alienation and Subversion Strategies on Land Rights: Perspectives from Attappady

While it is unanimously agreed that Kerala’s development achieved major success in human development, such as minimum social security, food security, minimum gender differences in education, as well as easy and affordable access to health care, the question has not been so far addressed from the perspective of the grass root people, the adivasis. We feel this is high time to redefine what is real ‘development’ through the perspective of the adivasis. Emerging from an ethnographic and oral historical field work, this article examines how the absence of individual property ownership adversely affect the adivasis of Attappady in achieving their favoured development. This article additionally discusses how and why authorities have historically maintained the adivasis as a labour force. The most effective solution to put an end to the land question in Attappady is that authorities need to provide them with Individual Property Right within the Collective Right of Land.

Gender in Education: A Systematic Review of the Literature in Turkey

Many international and national measures have been taken to advance gender equality in education. The results of scientific research enlightened us on the ongoing problems of inequality in education despite these measures. The study presents a systematic analysis of 63 theses and 58 articles which were published on gender education in Turkey between 2002 and 2019. This study aims to analyze the trend in gender studies in education in terms of year, subject of study, method and findings. 121 studies selected by criterion sampling method were analyzed by content analysis. According to the research results, it was observed that the studies conducted centered on gender representations, gender perception and gender roles. It was determined that qualitative methods were mainly preferred in the studies analyzed. Based on the analysis of the findings of the researches, it is possible to collect problem areas related to gender in education under four main titles. These are gender representations reflecting inequality in educational materials, traditional gender perception and attitudes in educational environments, the need for gender education and teacher attitudes and behaviors that are not based on equality. In line with the results of this study, recommendations were made to researchers and policymakers.

BEYOND THE BINARY: HOW TEACHING CHILDREN ABOUT GENDER ASPECTS CAN HELP REDUCING THE LEVELS OF SEXISM

The article examines the sexist attitudes of teenagers from a sociological point of view. The purpose of the article is to theoretically substantiate the importance of teaching teenagers about gender issues in order to overcome sexism. It was found that there are differences in the approval of sexist attitudes depending on the social characteristics of adolescent boys and girls. It was found that the endorsement of sexist attitudes was less likely for girls who were not in a romantic relationship than for girls who were in a romantic relationship. Social characteristics are of particular importance in explaining differences in sexist attitudes in girls and boys. Gender equality education should start from the moment children enter school and continue throughout their education. Sexism is a normalizing ideology related to gender that devalues the attributes of women and the work that women do. By glorifying the qualities and achievements of men and demeaning women, sexism contributes to inequality between the sexes. Sexist social attitudes assert masculine norms and dictate what behavior is considered “normal” for both boys and girls. This dyad permeates all other social differences, including disability, determines the priority of interests in educational activities. Creating a gender-sensitive environment based on the idea of gender equality consists in avoiding sexism, overcoming existing gender stereotypes, forming the experience of a partnership between the sexes on an equal basis, minimizing facts of opposition based on gender, creating equal conditions and opportunities for realizing creative potential, opportunities for personal development of everyone a teenager. Parents are one of the earliest and most important socializers of gender ideas.
 Keywords: training; education; gender; teenagers; sexism; gender equality; gender stereotypes; gender roles

The advantage of being youngest: Education inequalities and the quantity-quality tradeoff in Pakistan

ABSTRACT We explore how sex preference affects family size, and whether there is a tradeoff between family size and educational outcomes. Taking into account the endogeneity in family size and allowing for heterogeneous effect, family size has a negative impact on measured educational outcomes. Each additional sibling reduces years of education by almost two years, decreases the probability of completing primary and secondary education, suggesting a strong quantity-quality tradeoff. Birth order has a sizeable positive effect, i.e. children in the higher birth order (later born) achieve educational outcomes. Due to the cultural son-preference in Pakistan, a strong negative education gender gap is found. However, our finding suggest that the birth order effect tends to mitigate this gender gap. Several channels are conjectured; further research is warranted.

The role of gender equity in healthy life expectancy in 27 European countries

Abstract Background The number of years - and healthy years - a person is expected to live differs according to gender: women tend to live longer than men, but with a shorter healthy life expectancy (HLE). Power imbalance, such as income, prestige, or autonomy gaps, may lead to an unequal health distribution across gender in the older ages. The association between gender equality and longer life expectancies has been described, but little is known about its association with HLE. We aimed to study the association between gender equality, and its components, and HLE in Europe, in the last decade. Methods We combined HLE estimates from Eurostat with the Gender Equality Index (and its components) for 27 European countries, from 2013 to 2019. The associations between gender equality and HLE, and its gender gap, were assessed using regression analyses adjusted for Gross Domestic Product, number of medical doctors per 1000 inhabitants (as proxies of economic wellbeing and access to healthcare), and year. Results Higher gender equality was associated with longer HLE in men (β = 0.22 p < 0.01), but not in women. Yet, higher equality in education was associated with longer HLE in both genders (βmen=0.49, βwomen=0.40, p < 0.001), as was access to financial resources (βmen=0.27, βwomen=0.20, p < 0.005), and social power (βmen=0.09, βwomen=0.07, p < 0.05). Differently, equality in participation in full-time work was associated with shorter HLE in both genders (βmen=-0.33, βwomen=-0.30, p < 0.001) and a higher HLE gender gap (β = 0.05, p < 0.05). The HLE gender gap was smaller in contexts with higher equality in access to financial resources (β=-0.06, p < 0.001) and education (β=-0.04, p < 0.01). Conclusions These results point to a country-level relation between gender equality and HLE. Beyond the social issue, gender inequalities in education, income and social power seem to play a role in the health of women and men through their aging course. Key messages • Higher gender equality in education, income and social power are associated with longer healthy life expectancies in 27 European countries. • Gender equality benefits not only women’s healthy life expectancies but also men’s, and is reflected in smaller gender gaps.

Educational gender gap in sub-Saharan Africa: Does the estimation method matter? A comparison using a sample of opposite sex twins

A robust assessment of the gender educational gap addressing all channels behind gender discrimination is necessary. Using data for over 30 sub-Saharan Africa (SSA) countries and household and twin fixed-effects approaches, I estimate this inequality across the lifecourse, controlling for variables that are the same within households or twins, yielding a better understanding of the association of gender with education outcomes. Estimates show that gender inequality is still a significant barrier in SSA, but its extent is somewhat over-estimated by monitoring platforms of SGD4. The analysis indicates that more emphasis should be placed on investigating unobserved factors behind gender discrimination.

Did the Arab Spring change female emancipation perceptions?

Purpose This study aims to investigate whether perceptions about female workplace participation in a number of Arab countries has changed during or after the Arab Spring. Design/methodology/approach Data are from the representative harmonized cross-sectional World Values Survey. Descriptive measures and regression approaches are applied. Different dimensions of perceptions about female emancipation are presented, while also a composite index derived from these dimensions is analysed. Findings There was some change for the better (job and education gender equality), but not uniformly across countries, e.g. generally good development in Egypt and Iraq, but a standstill in Jordan, and backsliding was seen in Morocco. Applying the composite index of female emancipation using regressions confirm these results – even when male and female respondents are analysed separately. Research limitations/implications More Arab nations in the study would have been good such that the extent and consequences for an even larger part of the Arab world could be presented. Unfortunately, these data are not available. This implies that the representativeness of the results for the whole of the Arab world is perhaps reduced. Practical implications The results can inform policymakers and non-governmental organizations, etc., regarding areas where more focus is needed such that women’s rights will not merely be statements on paper but also mean that females are also emancipated in practice. Originality/value New evidence is presented based on comparable data for Arab nations analysing the possible effects of the Arab Spring on perceptions about female emancipation.

Overcoming Gender Differences in Education

Gender equity in education is a priority aiming to promote the right to education for everyone. It is necessary to ensure equal access to girls and boys for completion of their education cycles, as well as empower equity all through the education education process. Lack of equity between boys and girls schools is not a special specific of one country, but also a sensitive issue. Annual reports show that a considerable number of children, mainly girls, have interrupted their education in various levels of Albanian education system, due to a number of reasons. Lack of gender equity in the education system is a big obstacle for dynamic development of the society. The education of girls and women in Albania is important, not only as a matter of respecting a basic human right for half of the population, but also as a powerful force for economic development and achieving other social goals such as improved health and civic involvement. This work will focus on gender disparity in Albanian education system, where number of boys and girls is not the same in all education cycles - primary, elementary, secondary, according to data in the largest region in the country. A coordination of the qualitative and quantitative analysis is provided to indicate the reasons for this disparity and compare data according to random chosen schools. This work shall offer suggestions and recommendations to improve school curricula and determine the role of teachers in this aspect in order to create a favourable environment for both genders as well as making the education system more inclusive for all children includes improving standards, curricula and a focus on teacher training and development in Albania.

Gender Equality Education From the Daily Life of the School

SDGsの一つに「ジェンダー平等」が示されて以降、わが国でもこの問題に関する現状と課題が様々な形で取り上げられるようになった。他の先進国と比較しても、政治や管理職、理系の分野などで日本のジェンダー指数は低いままである。本論文は、このような状況の中で、高校教育の現状はいかにあり、どのような取り組みが必要となるのか、これまでの実践を振り返りつつ考察する。一地方の公立学校の教員として私自身が日々行っていることを振り返りながら、明日からの実践の可能性を考えていきたい。

The unfolding of gender disparity in literacy: Block-wise evidences from Kannauj district, Uttar Pradesh

Despite a sharp increase in female enrolment at various levels of education, the gender gap in education remains a topic of concern in developing countries. As per the 2011 Census enumeration, India has an overall literacy rate of 74 percent, with a gender differential of 16.30 percent. In the same Census, the respective literacy in the Kannauj district was 72.70 percent in total, with female literacy at 63.33 percent and male literacy at 80.90 percent. The result shows a significant gender gap in literacy levels, both at the national as well as district levels. This paper aims to map, block-wise gender disparity in literacy in the Kannauj district. This study is based on secondary data obtained from the Census of India, 2001-2011. Sopher’s Disparity Index (SDI) method has been used to compute the block-wise gender differential in literacy in the district. Outcomes of the study reveal that rural areas are more susceptible to gender differential in comparison to that urban areas. To overcome the gender gap in literacy and improve the literacy of the district, the study recommends the provision of an effective adult-literacy program in rural areas with more attention on school dropouts and females of the above thirty age group.

Female students’ responses to change

The present research examined students’ responses to the post-pandemic instructional world. The participants were women of society transitioning from a patriarchal order to one fostering gender equity in education and employment. At the end of the first semester, which highlighted their return to campus, students completed a questionnaire on their self-efficacy and a questionnaire on their responses to the post-pandemic learning environment as compared to the pandemic one. Students’ self-management of motivation, effort, time, self-regulation of attention, and time and effort investment revealed three kinds of responses to change: adaptation, maintenance, and surrender. Responses varied with self-efficacy. These multidimensional patterns were interpreted to discover how best to provide support services in the post-pandemic ecosystem.