Gender Inequality In Education Research Articles

The Economics of Education: A Panel Data Analysis of the Impact of Gendered Human Capital on Output Growth in India

Using panel regressions, this article investigates to what extent a reduction in gender inequality in education may increase growth of output at sub-national level in India. The article finds a considerable impact of gender inequality on economic growth which is robust. Point estimates suggest that 0.58% of the growth rate is accounted for by a better gender ratio in education attainment. Given the assumption that the distribution of innate abilities among males and females is equal, it is observed that under-addressed issue of gender equity has resulted in educational inequality and further to the adverse selection of a less efficient pool of labour having a negative impact on economic growth through lowering the average quality of human capital. Gender equality is an outcome-based achievement depending upon the successful accessibility of opportunities by females thereby the issue of gender equity becomes the precondition for gender equality.

Empowering Futures: The Impact of Cultural, Social, and Economic Disparities on Girls' Education in Jhelum, Pakistan

Gender inequality poses a challenge to the educational participation of teenage-girls in Jhelum Pakistan. This paper seeks to examine the complex factors underpinning and the extensive effects of gender inequalities in education within this area. The present study details various causes of gender inequalities as analyzed from a qualitative content analysis of various works, which include economic factors, social-cultural beliefs and practices; early marriage, lack of awareness, physical facilities, and gender biases. This study finds that all these factors work together to exclude girls from education and maintain poverty and non-advancement of socio-economic status. Finally, the discussion highlights the need to establish various strategies to address gender inequality, such as; community sensitization, increasing the percentage of girls education, finances, establishing safe school structures, and favorable laws on gender. The solution to these recommendations would help Jhelum move towards the right direction for giving teenage-girls equal education opportunities and better community.

Promoting Gender Equity through Teacher Education: A Comparison of Turkish and American Preservice Teachers’ Perspectives

Gender perception and beliefs of teachers constitute a significant dimension of gender inequities in education. Even in societies that have made significant progress in achieving gender equity, the structure and content of teacher education remains insufficient to create gender awareness among teacher trainees and to develop an egalitarian understanding of education. Utilizing a multiple case study design, the present study examines the extent to which the teacher education programs in two different countries, Türkiye and the USA, prepare pre-service teachers to be gender sensitive in their practices as teachers. Data were collected through semi-structured interviews with 22 student teachers from two countries. Student teachers talked about their experiences inside the teacher education programs and their views regarding how issues surrounding gender were embedded into the teacher education curriculum. Interviews revealed the nature and quality of teacher education, social mechanisms and relations within the teacher education programs in shaping the gender norms of prospective teachers. The study has important implications for educational policies, school practices, and teacher education programs.

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1–4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Impact of Gender Inequalities on Education in Morocco: An Economic Analysis of Barriers and Opportunities

Gender inequalities in the field of education pose a major issue that continues to challenge development efforts in Morocco. Despite significant progress made in the education sector over the past decades, persistent gender disparities hinder equitable access to quality education. This study aims to examine the economic impact of these gender inequalities on the Moroccan education system, focusing on the barriers that impede girls' access to education and the potential opportunities associated with promoting gender equality.Drawing on an exhaustive review of recent economic literature, this research explores the socio-economic determinants of gender inequalities in education in Morocco. It also examines the economic consequences of these disparities, both in the short and long term, with an emphasis on their impact on productivity, economic growth, and poverty reduction.The study employs a rigorous quantitative methodology, analyzing empirical data from various national and international sources. An advanced econometric model is applied to assess the extent of the impact of gender inequalities on educational performance and the country's economic outcomes.Through this analysis, we hope to provide relevant insights for policymakers, researchers, and development stakeholders concerned with promoting gender equality and improving the education system in Morocco. The findings will contribute to guiding public policies aimed at strengthening equitable access to education and creating an enabling environment for the development of all individuals, regardless of their gender.

Gender quota, women in politics, and gender parity in education

AbstractDo women in politics contribute to gender parity in education? This study seeks to provide an empirical answer to this question by examining whether women in politics (women parliamentarians) contribute to closing the gender inequality in education using a global sample of 191 countries from 1990 to 2020. We deployed the two‐stage least square (IV‐TSLS) technique and gender quota as an instrument to isolate the exogenous effect of women in politics on gender parity in primary, secondary and tertiary education. The findings from the IV‐TSLS estimators show that an increase in the number of female parliamentarians is associated with a significant increase in gender parity at all levels of education. These results survived several robustness checks, including using different estimators such as the Lewbel two‐stage least squares and the Kinky least‐squares estimators. Based on the quota type, we documented that women in politics significantly spur gender parity in education in countries with reserved seat quotas and not in countries with candidate quotas. We also found that the results differ across different geographical regions and income groups. The findings call on policy‐makers to address societal, legal and structural barriers limiting women's political participation to achieve gender parity at all levels of education.

Normative legal support of the State policy in the field of education of the Republic of Chad

The modern education system of Chad has a structure similar to most countries of the world. At the same time, since the 1960s, the educational policy of Chad has not overcome the problems of high illiteracy of the population, poor quality of education in the conditions of pedagogy of large groups, repeating a class, gender inequality in education, shortage of school teachers and university lecturers. For modern Chad, it is important to adhere to the constitutional foundations of the State, but there remains a contradiction between the tasks of the State to implement State policy in education and the technical capabilities of managing the modernization of Chadian education based on African values. The article shows the legal basis for the development of the state policy in education in the Republic of Chad.

Gender Inequality: A Multi-Perspective Analysis

Gender equality is a fundamental human right that has long been denied, and despite progress in some areas, significant challenges still remain in achieving true gender equality. The research motivation of this paper mainly stems from the pursuit of the universal value of social justice and human rights. The aim of gender equality studies is to understand and address the problems caused by gender inequality and gender discrimination in society. In this paper, the author analyzes gender inequality from three perspectives, namely gender inequality in the workplace, education, and health care. It can be summarized that gender inequality at the workplace mainly refers to the situation that women are put at a disadvantage in their workplace, gender inequality in education mainly refers to the unfair treatment of girls in school, and gender inequality in health care mainly refers to the large differences in maternal mortality between low- and high-income countries.

Analisis Pengaruh Kemiskinan Dan Ketimpangan Distribusi Pendapatan Terhadap Ketimpangan Gender Dalam Pendidikan Di Indonesia

Gender inequality in education persists in Indonesia, as reflected in the differences in the Literacy Rate (AMH) between males and females. Therefore, this study aims to determine the influence of poverty and income distribution inequality on gender inequality in education in Indonesia, both partially and simultaneously. The study was conducted in 34 provinces in Indonesia. The data used were secondary data, including the poverty rate, the Gini ratio, and the Average Years of Schooling (RLS) in 2022. This research data was accessed online from the website of the Central Statistics Agency (BPS) at https://www.bps.go.id/id. Data analysis was performed using multiple linear regression analysis. The results indicate that income distribution inequality has a positive and significant impact on gender inequality in education in Indonesia. Meanwhile, poverty has a positive but not significant impact on gender inequality in education in Indonesia. Education and income distribution inequality simultaneously have a significant impact on gender inequality in education in Indonesia. The findings of this study have implications for policy formulation to achieve fair and equal human development.

Education and reproductive health: evidence from schooling expansion in Turkey.

We investigate the role of additional years of schooling mandated by a compulsory schooling expansion law in affecting reproductive preferences and safe reproductive health behaviors in Turkey-a middle-to-high-income country with gender inequity in education but overall high levels of safe reproductive health practices at the time of passing the law. Using a fuzzy regression discontinuity design, we find that the additional schooling improved several health behaviors. However, the effects on some outcomes commonly analyzed in the existing literature, such as contraceptive use or fertility, were either weak or insignificant. Overall, our findings complement the current literature on the marginal health benefits of schooling expansion and suggest that policymakers consider the institutional and cultural factors while evaluating the scope and potential non-educational benefits of such expansions.

A qualitative content analysis exploring gender representation in language textbooks published by Jammu and Kashmir board of school education

This paper examines gender representation in Jammu and Kashmir Board of School Education (JKBOSE) language textbooks. These books were revised and developed as per the guidelines of National Curriculum Framework (NCF), 2005, which emphasizes on the elimination of gender inequality in education through the design and selection of learning tasks and pedagogic practices. The factors examined include the ratio of male-female appearances, titles of address for both sexes and the roles/activities assigned to males and females. To examine these factors, a method of qualitative content analysis was adopted. The study findings revealed that the revised textbooks lack relevance with the NCF (2005) guidelines and contribute towards the perpetuation of gender inequality. The bias in favor of males is still present in the core curriculum. Male's appearance dominates in written text and titles. Females are shown in their stereotypical gender roles and activities. This study shows concern towards the gender biased approach of curriculum designers and textbook writers; and recommends of producing gender fair educational material based on the guidelines of NCF (2005).

Household Poverty and Gender Inequality in Education: A Case Study of District Layyah (Pakistan)

The study uses logistic regression on the primary data collected through the Layyah district field survey to investigate the relationship concerning gender inequality in education and poverty. This study found that gender differences in educational attainment negatively impacts household poverty. When the proportion of females enrolled in elementary, secondary, and postsecondary education increases, the likelihood of household poverty declines. The likelihood of a home being poor is further refuted by the intensification in the female-to-male literacy ratio. The likelihood of poverty is positively correlated with the size of the household and the number of children under five but negatively correlated with the qualifications of the household head, age of the household, specialized or methodical abilities of the household head, and possession of the home.

Interventions for gender equality in STEM education: A meta‐analysis

AbstractBackgroundAlthough gender inequality in education is gaining increasing attention, female underrepresentation remains pervasive in STEM fields. Many studies have applied various interventions to narrow the gender gap in STEM education.ObjectivesIn this study, we conducted a systematic meta‐analysis to examine the effectiveness of various interventions for gender equality in STEM education and tested the influence of moderator variables.MethodsTen databases—ERIC, IEEE, JSTOR, ProQuest‐Education, SAGE Journals, Scopus, Springer Link, Taylor & Francis, Web of Science, and Wiley Online Library—and seven high‐quality journals in related fields were selected as literature resources. The Preferred Reporting Items for Systematic Reviews and Meta‐analyses (PRISMA) process was used to identify eligible articles for the random‐effects meta‐analysis.Results and ConclusionsThe overall effect size (Hedges' g) was 0.434, indicating that the interventions promoting gender equality in STEM education had a near‐medium positive effect. There were significant differences by the type of intervention, but not by the type of intervention outcome. The results of the moderator analysis showed a significant difference in moderator variables, including country, educational level, form of experiment, intervention level, and different measurement methods, whereas there was no significant difference in the moderator variables, including economic development level and sample size.ImplicationsThis study examined the effectiveness of gender equality interventions and the impact on it of different types of intervention, intervention outcomes, and moderator variables. These results have implications for the design of gender equality interventions in STEM education.

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.

The Analysis of Gender Inequality in Education in Nigeria

In recent years, the awareness of gender equality has been gradually awakened in peoples minds. Nigeria is one of the strongest countries in Africa but still faces problems of poverty, gender discrimination, and social welfare. The paper focuses on analyzing the gender inequality in education in Nigeria, its causes, and suggesting some possible solutions. Analyzing gender inequality in education in Nigeria will provide insight into the impact of ideology and policy on education and provide a new perspective on how gender inequality in education can be improved. The study was conducted through analysis and review of previous literature and comparative data analysis of the entire educational environment in Nigeria, from elementary schools to universities and even the academic sector as a whole. This thesis finds that although gender inequality in education in Nigeria has improved in recent decades, it remains a severe problem, not primarily due to deficiencies in policymaking but rather to the entrenchment of ideas and internalization of behaviors.

Gender Gap in Access to Education in Kazakhstan

Gender inequality in education is a problem in both developed and developing countries. This social phenomenon has many negative consequences (income inequality, decline in human capital, reduction in economic growth, etc.). The purpose of this study is to identify the gender inequality in education through the analysis of gender gaps in access to education in Kazakhstan. The study was conducted within the concept of liberal feminism to assess the participation of women in education. Issues of gender inequality in education were studied through the gender parity index, with a focus on the analysis of the enrollment of women and men in education and their satisfaction with the availability of educational services. The main research methods were economic and statistical analysis and comparison. The source base for the study was statistical data from the Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan for the period from 2000 to 2022. The limitation of the study was the lack of data for a certain period or by level of education. The study revealed that in Kazakhstan there is a gender inequality in the field of postgraduate education, where the number of students is dominated by women. During the period under review, gender inequality decreased at the master’s level and increased at the doctoral level. At the same time, during the pandemic, gender inequality in education at the master’s level increased, while at the doctoral level it decreased. The main reason for the emergence of gender inequality in the field of postgraduate education is the low attractiveness of employment in the field of education and science on the part of men due to the low level of income in this area. The results obtained indicate the need to increase the prestige of teaching and research activities among the population, including by raising wages and providing decent social security for specialists in this field.

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 Missing Piece? Men and the Puzzle of Gender Mainstreaming in the European Union.

In its early uptake and sweeping application of gender mainstreaming, the European Union (EU) sits in the vanguard. However, bringing a gender perspective to bear on policy has proven a stubborn challenge. Drawing on Bacchi's "What's the Problem Represented to Be?" approach and her conceptualization of policies as gendering practices, I critically interrogate how men have been implicated in the problem of gender inequality via policy discourse in the EU. I focus on violence against women/gender-based violence and gender inequalities in education. Analysis of these two issues serves to highlight some of the interpretive limits to the problem of gender inequality in the EU and likely beyond. The discursive elusiveness of men works to keep much of the workings of gender power obscured. Such discounting of "the man question" signals a significant misstep that undercuts gender mainstreaming's transformative prospects.

Effects of public expenditure on education on gender inequality in education in sub‐Saharan Africa (SSA)

AbstractThe study examines the effect of public education expenditures on gender inequality in education in sub‐Saharan Africa. It covers 25 countries in sub‐Saharan Africa for the period 2010–2019. The generalised method of moments was used. The estimator developed by Blundell and Bond was chosen. The following results are found: (i) public expenditure on education has a positive effect on gender equality in education at the primary, secondary and tertiary levels; (ii) remittances have a negative effect on gender equality in education at the primary, secondary and tertiary levels; (iii) population growth has a negative effect on gender equality in education at the primary and tertiary levels, but at the secondary level, the effect is positive. The main political implication is that sub‐Saharan African countries must continue to invest in inclusive school to ensure gender equality, which remains a goal to be achieved in the region.

Educational Gender Inequality in China Rural Area

Gender Equality has always been a concern of researchers all over the world. Every country has made an endeavor to promote gender equality in various domains, one of which is Education. Even though compulsory education has shrunk gender inequality concerning education in rural China, many girls in underprivileged regions still decide to stop their studies after completing the required schooling because of financial problems or some family issues. This phenomenon highlights the difficulties and obstacles that women face when pursuing an education, which is brought on by a variety of circumstances, including societal and familial considerations. This essay examines the reasons behind gender discrimination and the barriers to education encountered by Chinese women living in disadvantaged regions while also proposing strategies for improvement. The results indicate that rural women's pursuit of higher education may be hindered by societal stereotypes, social and cultural effects like patriarchal ideology, and familial factors such as lack of educational resources and low educational levels of parents.