Gender Issues In Education Research Articles

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

Business sources report that it will take 124 years for females to achieve parity in the workforce. Parity relates to compensation but also includes working conditions. The latter topic is taken up in this article using narrative inquiry as our method of investigation. Narrative inquiry—inquiring into narratives—employs three research tools: broadening, burrowing and storying/re-storying. To these tools, fictionalization, a fourth tool, is added. This is because the interwoven cases involve easily identifiable others and precautions need to be taken. This article discusses gender matters lived and told, and re-lived and re-told, over the career continuum of three women who have worked in public school and university settings. As females, they periodically encountered situations where they were perceived, interpreted, and responded to differently than males. The article looks at early, mid, and recent career challenges experienced in the female educators’ places of work. This research using narrative methods looks backward, forward, inside, and out through processes of individual and group reflection. It begins with bio-sketches, which were prepared individually. After that, the aforementioned research tools are used to unpack early, middle, and current career happenings. Reflective unpacking of the three females’ experiences within a community of critical friendship allowed for greater understanding and meaning-making to occur. The underlying intent of this work is to understand the shaping forces of gender on women’s professional lives—not to name and shame those who got away with acting the ways in which they did. The significance of the work lies in its use of narrative exemplars that are transparent, have a ring of authenticity to them, and promote trustworthiness and relatability when shared with others.

A Critical Review of Assessments of Creativity in Education

This chapter provides a systematic, synthesizing, and critical review of the literature related to assessments of creativity in education from historical, theoretical, empirical, and practical standpoints. We examined the assessments used in the articles focusing on education that are published from January 2010 to May 2021 in eight creativity, psychological, and educational journals. We found that the assessments of creativity in education are split between psychological and education research and have increased international participation. Additionally, these assessments are more general than specific and focus more on cognitive than noncognitive aspects. Like previous reviews of assessments of creativity in general, this review showed that creativity in education is still mainly assessed by divergent thinking or creativity tests, self-report questionnaires, and product-based subjective techniques. We analyzed the benefits and drawbacks of each approach and highlighted many innovations in the assessment. We further discussed how the major assessment approaches address race, ethnicity, class, and gender issues in education. We concluded the review with recommendations for how to better assess creativity in education and how assessments of creativity in education contribute to our understanding of the creative educational experience and democratizing education.

A Qualitative Study on Gender Biasness in Educational Expenditure and its Impact on Society

Rising incidents of gender issues in education are an increasing concern in our society. The purpose of the study is to find out the gender issues in education and their impact on our society. Using the qualitative methodology this study analyzed the main gender issues in our education system. We took 20 samples for the research. The outcome of gender issues in education was found that the education system plays the greatest role in differentiating between boys and girls, even though their impact on our society's economic growth is higher than the other countries. The study result shows that social exploitation, employability, abortiveness, recognition, government support, and liberty are the main factors behind the biasness in educational expenditure between boys and girls in Indian society.

Gender features of psychological self-regulation of higher education seekers

The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method "Investigation of the level of self-regulation" (the author's method of I. A Usatov); the method "Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method "Style features of self-regulation of behavior" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, "Gender Psychology"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining "Gender in Education" and offered "Methodological recommendations for improving the level of self-regulation of higher education applicant on the basis of gender". The results of repeated diagnosis of levels of stress resistance and self-regulation of higher education applicants showed an increase in these indicators and proved the effectiveness of the proposed program. Therefore, self-regulation of behavior is an integrative property of the individual, which unites the intellectual, motivational, volitional, emotional sphere of the individual. The problems of self-regulation of the personality in order to achieve its success in educational activities are becoming more and more relevant for higher education teachers, scientists, and psychologists. Identifying the peculiarities of psychological self-regulation in the gender aspect and finding ways to improve it is a problem that requires further scientific research.

ROMEOS IN LOCKDOWN - ONE YEAR ON

We worked with the fact that, nowadays, the majority of teachers in schools are female, so the aim of our research became to assess the general state of mental hygiene in female teachers, and its causal relations. In this study we presented the may-sided, diversified roots of the research, based on positive, Jungian and personal psychology, educational researches on teachers personality, gender issues in education. We also exhibited the connected studies on stress and burn out mostly in connection to teachers and the field of education. The research has a specific focus on female teachers' mental hygiene states in connection with their developing professional and female identity. We pointed out some connections of our main points of examination and the Finnish teacher training practice, too. As a main hypothesis we presume that just a certain group of female teachers are in a state of fragile mental hygiene. In the detailed hypotheses we are looking for evidence that the mental hygiene state shows differences between certain groups among female teachers. The best way for examination appeared to be by using two validated (MBI-ES, LOT-R) and two personal creating questionnaires (BÉIK, SzSzK, only in Hungarian), as a comparative survey. On the whole, our starting assumption has been proved, that female teachers' mental hygiene state in our meaning the level of burnout and psychological well-being are in connection with the level of the elaboration of their professional and female identity.

Research on Hungarian Female Teachers' Mental Hygiene State With Special Regard to the Development of their Professional and Female Identity

We worked with the fact that, nowadays, the majority of teachers in schools are female, so the aim of our research became to assess the general state of mental hygiene in female teachers, and its causal relations. In this study we presented the may-sided, diversified roots of the research, based on positive, Jungian and personal psychology, educational researches on teachers personality, gender issues in education. We also exhibited the connected studies on stress and burn out mostly in connection to teachers and the field of education. The research has a specific focus on female teachers' mental hygiene states in connection with their developing professional and female identity. We pointed out some connections of our main points of examination and the Finnish teacher training practice, too. As a main hypothesis we presume that just a certain group of female teachers are in a state of fragile mental hygiene. In the detailed hypotheses we are looking for evidence that the mental hygiene state shows differences between certain groups among female teachers. The best way for examination appeared to be by using two validated (MBI-ES, LOT-R) and two personal creating questionnaires (BÉIK, SzSzK, only in Hungarian), as a comparative survey. On the whole, our starting assumption has been proved, that female teachers' mental hygiene state in our meaning the level of burnout and psychological well-being are in connection with the level of the elaboration of their professional and female identity.

The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy

ABSTRACT The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.

Heteronormativity and Gender Issues in Education: Representing Silent Voices through Radical Re-Imagination in Empirical Research

Drawing from gender and queer studies, this article argues for reimagining empirical research as inclusive of the experiences of transgender and gender-minoritized communities hitherto silenced in prevailing dominant discourses of heteronormativity and the construction of gender in education. Specifically, I interrogate the influence of positivism in reinforcing a heteronormative belief system in educational research, which exacerbates challenges with data collection, analysis, and reporting for gender nonbinary populations. I also explore alternative practices within empirically based studies and offer possibilities for inclusive methodological practice with implications for how we produce knowledge about and understand gender issues in education. The following implications for practice are discussed: (a) using mixed-methodological approaches in gender identity research; (b) capturing experiences of gender using non-normative indicators; (c) exploring nonparametric statistical techniques; (d) repositioning trustworthiness in scope and generalizability through study limitations and transparency; and (e) advocating empirical research, including narrative-inquiry supported by quantitative measures.

Dakon dan Layang-Layang: Revisi Praktik Segregasi Gender dalam Permainan Terstruktur Kelas Prasekolah

[Gender inclusive learning in principle is how to position women and men based on the proportions that exist both for women and men in all matters relating to social reality. Specifically in the process of early childhood learning, a teacher must be able to place positions where there is interaction between boy and girl in students, there are no gaps in accessing and obtaining education. Teachers must be sensitive to the potential for injustice or gender inequality that appears in the games played by their students. The teacher must be able to arrange the learning program in such a way that the gaps in the growth of gender inequality and the root of the habit of gender bias from an early age can be anticipated starting from when the child is at the preschool level. Gender issues in education are important to solve. A good understanding of gender can help everyone in school play a better role in improving the quality of education, and at the level of early childhood education can be the basics of a good understanding of children, about patterns of gender-equitable social relations. It can be started by creating learning that supports the same participatory treatment between boy and girl students. This study wants to see the practice of gender inclusive learning in early childhood education institutions, which nuances of gender segregation and unification in the form of structured game programmed by preschool.]

El incómodo debate de las cuestiones de género en la educación brasileña

This article aims to understand the political scenario for the institutionalization of gender issues in Brazilian education. To develop the proposal, news and articles (newspaper and / or opinion) were selected to delimit the trajectory of the gender debate in the political arena, starting with the approval of the National Education Plan in 2014 until the current period, where The articulations of the Movement without Party School have gained more and more force in the country. The statements were analyzed according to the theory of gender studies to understand the current political confrontations that prevent the institutionalization of gender issues in education. It was noted that education for gender equality is the role of schools and can impact future generations for the construction of more just societies and equal opportunities for girls and boys, men and women. However, gender equality in Brazilian society will only advance by encouraging strategies in the field of education, which depends on a strong articulation of social movements, taking into consideration the bargaining power that religious and conservative groups have in the National Congress, space where the policies are decided.

Being a Woman in The World of Physics Education: Female Physics Student Teachers’ Beliefs About Gender Issues, in the City of Valparaiso, Chile, from a Qualitative Perspective

Gender Equality is undoubtedly one of the crucial discussions we are having as a society, since the past century. Science Educators can’t stay aside due to the relationship between STEM and women: In OECD countries, only 30% of degrees in the aforementioned area go to women. Education plays a fundamental role in changing the deeply ingrained social conceptions and unresolved issues regards Gender Equality and, in a broader perspective, Human Rights. Therefore, teachers must be aware of their role and beliefs on the matter. The present manuscript address in an exploratory, qualitative level, the views of a group of Chilean female physics student teachers regards their own educational experience and projections as science educators, unraveling their understandings, doubts, hopes and concerns. We performed in deep interviews, analyzed their discourse, and provided a group of ten categories of findings. The main domains of study were: parity, stereotyping, gender equality definition, and gender equality perspective in education; meanwhile the emergent categories were: naïve view of gender issues, selfsabotage, sexist behavior, parity, working environment, self-learning processes, informed view of gender issues, access, futurestudents’ learning processes, and expectations, of which the last was the most frequently addressed by our subjects. Each category is fully explained and supported by examples. Our findings are coherent with the current literature. We were able to define a clear profile of this particular group of our society: female students that are aware of gender issues in education, although with a lack of theoretical framework. Finally, it was interesting to find evidence about how females perceive gender issues regard their male classmates as well. The relationship between their experiences and the prolongation of gender issues is discussed.

The Challenge in Gender Issues in Education

The Challenge in Gender Issues in Education

Who are the custodians of Pacific ‘post-2015’ education futures? Policy discourses, education for all and the millennium development goals

This article discusses influences of Education for All (EFA) and the education Millennium Development Goals (MDGs) on education policies in the Pacific sub-region in the context of ongoing ‘post-2015 development agenda’ deliberations, focusing on Papua New Guinea and Vanuatu. It is based on doctoral work undertaken as a component of an Australian Research Council Linkage grant, partially supported by the former Australian Agency for International Development (AusAID), and continuing postdoctoral research.Pacific postcolonial nations’ engagement with EFA and the MDGs was compared through a critical discourse analysis of multi-scalar education policy formation processes. The research identified paradoxical influences of global approaches, and multi-level processes. While such frameworks at once facilitated educational debate and legitimized broader education policy participation, they also supported a status quo in mainstream donor and state dominance of educational development agendas. There is some evidence of wider national participation in the emerging ‘post-2015′ policy processes, but the extent of its influence on multi-level policy deliberations globally and regionally is yet to be seen. Many of the education issues currently being raised in both nations, and regionally, have endured since colonial occupation and independence. This article focuses on educational relevance and gender issues in education, and positions them in relation to the concept of ownership within post-colonial political dynamics and multilevel discursive contexts for participation, which I interpret as being of continued importance to understanding these enduring education concerns.

Parents’ Perception of Child Rearing as a Gender Issue in Marital Relationship: Implications to Social Health

The study was conducted to determine parents’ perception of child rearing as a gender issue in marital relationship in Imo State: implications to social health. It focussed on gender issues in education of children,.training in home management, emotional health, family relationship, and religious upbringing. The descriptive research design was used to present parents’ perception of gender issues in child rearing in marital relationship. The results of the study were used to decipher the social health implications in family settings. The population of the study constituted of child rearing parentswithin thearea of study. The sample was 120 parents randomly sampled from four selected towns of the Local Government Area which was basically an urban setting. A questionnaire was used for data collection. The study revealed that gender issue sin children education demahd that both parents should take responsibility for children education (72%),. Both should be involved in the discipline of the children (54%). Fathers should teach children masculine home chores. Both should teach the children emotional stability (57.5%), to love (62.5%), be respectful (60%), and should inculcate self acceptance in children (54%).Both should take responsibility for their religious upbringing. Mothers should teach them effective communication (42%.).Fathers have less emotional toles yhan mothers The study revealed that gender of respondents influenced their perception of parental responsibilities in the education and dev[opment of emotional health of children. It was recommended that parents should define their parental roles in marriage instead of generating issues that affect the social health of their children. DOI: 10.5901/mjss.2013.v4n5p61

教育の中のジェンダー問題

教育の中のジェンダー問題

Gender Budgeting in the Education Sector: Implications for the Girl Child Education in Nigeria

More than any other time in the Nigerian history, women education is now considered a priority because it has become a major factor in the development equation, and in particular, a key to gender equity, justice and poverty reduction; improved skills and technological knowledge acquisition; improved nutrition; reproductive health; and general socio-economic development of a nation. Yet, the challenges of gender issues in education still remain mostly unabated. The cultural barriers which the girl child faces concerning her roles at home and in the society still inhibit her ability to go to school. Gender stereotypes still exist in learning materials and too often, teachers’ different expectations of boys and girls result in negative biases against girls’ education. Despite government policy interventions and programs, empirical evidences continue show gender disparity in enrolment, attrition, and retention at all levels – primary, secondary, and tertiary. Although the current National Gender Policy addresses gender imbalance in the education sector, the extent to which the country is able to achieve gender parity in the sector depends on how skillful are policy makers in the use gender mainstreaming (GM) tools and strategies, one of such is being able to adopt ‘a gender budgeting’ framework in the sector. This paper addresses the technical knowledge in gender mainstreaming and gender budgeting in the education sector, and the extent to which budgets in the sector now address identified gender gaps in the sector. This paper argues that beyond government rhetoric in policy documents, evidence of political will and government commitment to the girl child education are dependent on the extent to which the sector has become sensitive to gender issues, including adoption of a gender sensitive budgeting framework. Using ‘organizational capacity assessment tool (OCAT), the paper assesses the current technical capacity in gender mainstreaming and gender budgeting in the sector, while also using budgeting figures to establish the extent to which the sector allocates money to gender issues in the sector. Empirical findings show that the skills and capacities for gender mainstreaming and gender budgeting in the public sector (especially the education sector) are still very low, while government spending in the education sector is still skewed in favor of men. One clear way of supporting the ‘girl child’ education is to make the education sector responsive to ‘gender budgeting’ in line with democratic ethos.

Gender bias in education in Burkina Faso: Who pays the piper? Who calls the tune?

In this chapter, I analyze policies developed by the government of Burkina Faso in order to redress an imbalance in gender education. Girls, in effect, are not getting their fair share of education, whether in quantity or quality. I critique existing policies concerning gender issues in education by first taking stock of different policies launched in favor of the education of girls, the context of their formation, and identify shortcoming therein. It has been found that international organizations, beyond their commitment to reverse the lag in the education of girls, bring with them an agenda that is at times contradictory with the aim of education for all. At the same time that governments are prodded to school all girls, Structural Adjustments Programs that generally bring more poverty and less public spending, are at loggerheads with increased access. Moreover, the policy choices of international organizations seem to be ill-equipped to subvert existing ideological and patriarchal structures. These structures do not allow for the empowerment of women. The government itself is found to have very little leverage on current policies, raising the nagging question of their appropriation. The paper ends with some policy recommendations that go beyond the construction of facilities and resources to address issues of the school experiences of girls, the curriculum-in-use, and overall problem of teacher training and compensation.

Equal Opportunities in Educational Management in Institutions of Higher Learning: An Agenda for Gender

The article discusses the issue of gender disparities within education which have been long standing in many parts of the world. The discussion centres on the need for educational management boards to balance the selection and ranking of administrative-cum-managerial staff by practising non discrimination and by ensuring equal rights in the appropriate steps to higher positions of management, based on the notion of meritocracy and gender representation. Relevant examples have been drawn from the Zimbabwean context. Concerns about gender disparities within education have been long standing in many parts of the world (Davies 1990, Dorsey et al 1989, Gray 1989, Shakeshaft 1887, Saint 1992). Major differences of status and position, have divided men and women teachers throughout. Recently, the issue of equity in educational administration has become of increasing concern to educational policy makers, especially in developing countries. For example, in a review of the national planning documents of a number of countries, Davies (1990) found that inequality in the workplace was a key consideration of their governments. As she noted, although most developing countries refer to equality and egalitarianism in their policy documents, they have done very little to fulfil these noble objectives. In Zimbabwe, for instance, teaching has remained a male dominated profession, as shown by the fact that at 2003, the 15% women secondary school heads in the country were drawn from only 42% women secondary school teachers. The figures at primary school level were even more disproportionate, with only 5% of the school heads being female, drawn from a 50% female teaching force nationwide (Zimbabwe Government 1994). Within the organisational structures and processes of the educational institutions themselves, gender plays a much larger role than is often realised. Indeed, until recently when women began to speak out loudly about their concerns about being marginalised, gender issues in education in the developing countries remained largely un-addressed and, therefore, unresolved. Because of the growing agitation of the issues by women, it is no longer possible for governments to ignore them. That the marginalisation

The Gender Agenda in Teacher Education

This paper explores some of the relationships between the understanding of gender equity and gender issues in education held by academic staff in an institute of higher education, and their views on the importance of incorporating gender into the curriculum. The paper discusses findings pertaining to how academics approach gender issues in their teaching in their relationships with students and with other members of staff. In so doing the question is raised—what messages are trainee teachers receiving about gender issues? The findings also discuss some of the pedagogical implications arising from the absence of theoretical perspectives or orientations in relation to gender in preservice teacher education.

Gender Issues in Education for Science and Technology: Current Situation and Prospects for Change

Girls and women remain substantially under-represented in mathematics, science, and technology in school and in the workplace. Although this problem is recognized, its complexity is widely underestimated and causes are not well understood. We review prevailing explanations, which tend to concentrate either on possible gender differentials in qualities such as self-confidence, or on school practices that allow boys to dominate classroom interaction and monopolize such technology as computers. We also identify disadvantageous features of higher education and the workplace. We then consider what is known about educational innovation, especially in the area of gender equity, and describe some interventions concerned with gender and science and technology education. Finally, we raise unresolved questions and issues about gender equity efforts in science and technology education and suggest directions for research. Les filles et les femmes sont nettement sous-representes en mathematiques, en science et en technologie a l’ecole et sur le marche du travail. Bien que ce probleme soit reconnu, sa complexite est largement sous-estimee et ses causes ne sont pas bien comprises. Les auteurs passent en revue les explications qui ont presentement cours, lesquelles tendent a mettre en relief soit les differences qui existeraient entre les sexes pour ce qui est, par exemple, de la confiance en soi, soit les pratiques scolaires qui permettent aux garcons de dominer l’interaction en classe et de monopoliser la technologie, comme les ordina- teurs. Les auteurs identifient egalement les caracteristiques desavantageuses de l’education superieure et des milieux de travail. Ils se penchent ensuite sur les connaissances actuelles au sujet des innovations en education, particulierement dans le domaine de l’egalite entre les sexes, et decrivent quelques interventions tenant compte du sexe dans l’enseignement des sciences et de la technologie. Ils terminent en soulevant quelques questions non re- glees au sujet des efforts a faire en matiere d’egalite des sexes dans les cours de science et de technologie et proposent des orientations pour la recherche.