Gender And Education Research Articles

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

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

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

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

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

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

Women in turkish higher education management

This paper examines gender equality in Turkey and Turkish Higher Education Institutions (HEIs). The historical background and an overview of the legislative context for gender equality in Turkey is explained. A series of reforms enacted by the state of the Turkish Republic following its foundation by Mustafa Kemal Atatürk in 1923, were aimed at giving women equal status with men. The secular ideology and Westernizing reforms enabled the rise in women’s education and senior management in Turkey. Since 1993, there has been a significant increase in the number and share of women teaching staff (Özkanlı, 2007). There has also been an increase in research and publications on gender (Arslan, 2014). Historical, social and cultural factors explain the relatively high representation of Turkish women in professorial positions, and the support to advance to senior academia (Özkanlı and White, 2008). However, there are disciplinary differences, with a higher representation of women in language-based studies at almost every level and a lower representation in engineering and technology. The number of academic women varies by discipline. Besides, there is a high representation of women in professoriate in Turkey. On the other hand, women are under-represented in senior management, especially at Rector/Vice-Rector and at Dean Levels in Turkey (Neale and Özkanlı, 2010). Qualitative data analysis from interviews and document analysis using the “Success Case Study Method” (Yin, 2018) were undertaken in this paper. Ethics approval was secured before conducting in-depth interviews. A success case study university is presented because it had made great progress in gender equality in education, research and training. According to the findings of this research, increased support from the university such as mentoring for leadership roles, improved childcare/elderly care facilities, positive segregation and quotas can increase the number of female managers in Turkish Universities.

ADDRESSING GENDER DISPARITIES IN EDUCATION: EMPOWERING GIRLS THROUGH EDUCATION IN PAKISTAN

This abstract aims to address gender disparities in education and explore the role of empowering girls through education in Pakistan. The study focuses on examining the impact of educational interventions on girls' empowerment and the potential for reducing gender inequalities in the Pakistani education system. The quantitative research methodology involved analysis techniques. A sample of 200 school teachers, 200 students, and 50 parents were selected from different regions of Pakistan to ensure representation. The surveys assess the perceptions, attitudes, and challenges related to girls' education, The collected data were analyzed using statistical methods, and content analysis. This research methodology provided a comprehensive understanding of the issues and potential solutions, contributing to the development of evidence-based policies and interventions to promote gender equality in education. A structured questionnaire was administered to assess the girls' educational experiences, aspirations, and perceptions of gender equality. The findings reveal the existence of significant gender disparities in education within the selected schools. Factors such as limited access to educational resources, societal norms, and discriminatory practices were identified as barriers hindering girls' educational advancement. However, the research highlights the transformative power of education in empowering girls and promoting gender equality. It was observed that educational interventions contributed to increased self-confidence, improved academic performance, and enhanced decision-making skills among the girls.
 The study concludes by emphasizing the need for comprehensive policy measures to address gender disparities in education. It recommends implementing targeted interventions, including providing safe and inclusive learning environments, teacher training on gender-sensitive pedagogy, and community engagement programs. Furthermore, the study underscores the importance of sensitizing parents, communities, and policymakers about the value of girls' education and the positive social impact it can have.

We Too! Gender Equity in Education and the Road to Title IX by Eileen H. Tamura (review)

We Too! Gender Equity in Education and the Road to Title IX by Eileen H. Tamura (review)

Title IX is the Master’s Tool: (Re)conceptualizing Gender and Race Equity in U.S. Education

Abstract: In this conceptual article, we theorize Title IX as colorblind policy that functions as the master’s tool. Specifically, we contend that due to Title IX’s colorblind approach and its roots in white feminism, its ability to eliminate sex discrimination in education is ineffective. We begin our argument by discussing the origins of Title IX and its race-based limitations. We then offer a brief history of the relationship between whiteness, education, and Black learners, and conclude with a critique of the usefulness of policies like Title IX and question their ability to create meaningful change.

Factors associated with the gender gap in the STEM sector: Comparison of theoretical and empirical concept maps and qualitative SWOT analysis

Science, Technology, Engineering, and Mathematics (STEM) degrees represent a future employment scenario with low unemployment rates due to the high demand for qualified personnel. However, the STEM sector also represents an educational field marked by horizontal segregation and the gender gap. Different factors play a role in deciding which higher education studies to pursue. From a theoretical and empirical approach, this study aims to identify which factors are associated with the gender gap in the STEM higher education sector. Furthermore, as a research question, it is proposed: are the factors identified at a theoretical and empirical level associated with the gender gap in the STEM higher education sector the same? The empirically validated questionnaire “Questionnaire with university students on STEM studies in Higher Education” (QSTEMHE) was applied to the student community of public and private universities in Spain in 2021, using simple random probability sampling to answer the research question and objective. A final sample of 2101 participants of different genders belonging to different branches of knowledge was obtained. The data analysis was carried out using qualitative methodology and the phenomenological method, following different stages. Firstly, a theoretical conceptual map of the main factors identified in the literature and their authors was composed. Secondly, an empirical conceptual map has been designed with the factors identified in the narratives of the study participants. Finally, these maps were complemented with a SWOT analysis based on the participants' discourses. As a result, it has been observed that there are extrinsic and intrinsic factors and that social constructs and gender stereotypes strongly influence the perception of men, women, and professions and the masculinisation and feminisation of these. Outreach interventions should be proposed from the institutional educational spheres to alleviate existing biases about studies and professions.

Crossing Borders: Religious Education for Gender Equity in a Neoliberal Society

Gender conflict, which is emerging as a serious concern in Korean society, is also a subject of discourse in the field of education. A vast majority of university students are affected by economic downturn and are required to compete in an uncertain situation. This study proposes an educational model from the perspective of understanding the younger generation, which is struggling in uncertain situations, rather than treating gender conflict merely as hatred between individual women and men. This paper also proposes an educational environment wherein students feel encouraged to deal with gender conflicts by understanding their liminal spaces and crossing borders for gender equity.

A partial least squares analysis of gender inequality, occupational segregation, and economic growth: Evidence from Sub‐Saharan Africa

AbstractThe biggest barrier to an egalitarian Sub‐Saharan Africa (SSA) appears to be deeply ingrained structural obstacles and gender imbalances. The significant prevalence of gender inequities, which have both structural and economic ramifications, must be addressed if SSA is committed to achieving the Africa 2063 Agenda (the Africa we want) and Sustainable Development Agenda 2030: gender equity and equality, and economic development. Using partial least squares simultaneous equation modeling (PLS‐SEM), this study examines the effects of gender inequality and occupational segregation on economic growth in Sub‐Saharan Africa. The explanatory power of the structural path model indicated that 17.3% of the variations in latent endogenous variable economic growth in SSA are explained by gender inequality and occupational segregation. This is evidence that gender inequality and occupational segregation account for a significant portion of economic growth in the SSA region. The results of a bootstrapping simulation indicate that, in SSA nations, the direct impact of gender inequality on economic growth is insignificant (β = 0.068, p > 0.05) while occupational segregation, macroeconomic policies, and globalization have a significant impact. However, the indirect effects of both gender inequality (β = −0.048, p < 0.05) and occupational segregation (β = −0.011, p < 0.05) on economic growth via the coordinating power of macroeconomic policy and globalization are significant. This demonstrated that macroeconomic policies are not gender‐neutral. It is therefore recommended that the most significant progress toward achieving an egalitarian SSA be made through an adequate fiscal policy interplay that considers the socioeconomic level of SSA people. Advocate for trade liberalization policies and globalization to benefit from the spillover effects of greater demand for female labor, which promotes gender equality and economic expansion. Even though the gender gap in education and health is closing, SSA countries should fully implement the International Labour Organization (ILO) treaties on gender equality. This will help to lessen social consumption spending and encourage investment spending, which generates returns to develop the economy in the realization of the Sustainable Development Agenda 2030 and the Africa 2063 Agenda (the Africa we want).

A Room of One's Own: Covid-19 Pandemic and Academic Motherhood in India

The paper examines the disproportionately adverse impact that the Covid-19 pandemic had on academic mothers employed in higher education sector. By looking at global data as well as institutional and socio-cultural background of higher education in India, the paper argues for the need of a systematic and institutional Covid-impact stock-taking. Without such a measure, the author argues, the already existing gender-gap in higher education in India will be further widened, with the gap becoming starker at the higher professional levels within academia.

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.

The relationship between trade liberalization and gender disparity in education: Evidence from Pakistan

Purpose: Over the past few decades, there has been an increasing interest in understanding the relationship between trade liberalization and gender inequality in developing countries. In Pakistan, due to its social, demographic, cultural and economic problems, gender disparity in education (GDE) is still prevalent. This study examines the impact of trade reforms on gender disparity in education using micro data from Pakistan.
 Design/Methodology/Approach: The feasible generalized least-squares (FGLS) method is employed for empirical analysis. We used panel corrected standard errors (PCSEs) for robustness checks.
 Findings: The analysis reveals that a reduction in import tariffs is associated with GDE. Trade liberalization gives rise to gender disparities. We added several control variables to the baseline model for robustness checks. Regarding the control variables, average family wage income, family size, urbanization, female-to-male labor force participation and the female share of the total labor force are identified as important determinants of GDE in Pakistan.
 Originality or Value: This study contributes to the existing literature by studying the relationship between trade liberalization and gender disparity in education in Pakistan and employing a better measure of reductions in import tariffs for trade liberalization. We construct a provincial liberalization index. Second, this study takes into account the whole trade regime as a sample period (i.e., from 1990-2005) to assess the impacts of the trade regime as protection rates significantly reduced through this regime. Third, we measure the gender gap in education by comparing males and females' average years of schooling as opposed to previous studies that used secondary school enrolment ratios as a proxy for the gender gap in education. Fourth, we used panel data to explore the impact of trade liberalization on gender disparity in education for empirical analysis.

The need for a gender-responsive approach to technology design and development to ensure that new technologies do not reproduce or exacerbate existing gender inequalities

The role of technology in promoting gender equality has gained significant attention in recent years. Technological innovations have the potential to create new opportunities for women and girls, bridge gender gaps in education and employment, and improve access to healthcare and other essential services. However, there are also concerns that technology may exacerbate existing gender inequalities, particularly in the digital divide and online harassment. This research paper explores the ways in which technology and innovation can be leveraged to promote gender equality and mitigate potential risks. It reviews the current state of the digital divide, online harassment, and the representation of women in technology, and identifies strategies and initiatives that are being implemented to promote gender equality in the digital age

Hate as Backlash: A County-Level Analysis of White Supremacist Mobilization in Response to Racial and Gender “Threats”

AbstractGiven the resurgence and mainstreaming of the American far-right in recent years, there is an urgent need to better understand the etiology of recent white supremacist mobilization. In the current study, we investigate white supremacist mobilization primarily as a backlash against two threats perceived by white supremacists: racial threat and gender threat. This study extends the defended neighborhoods and feminist perspectives – frameworks previously used to explain hate and extremist violence – to explain legal white supremacist mobilization. Using data from the Anti-Defamation League, we utilize a series of negative binomial regressions analyzing white supremacist mobilization – as measured by propaganda incidents – at the county level between 2017 and 2020. Findings indicate that white supremacist mobilization is a backlash response to 1) the influx of nonwhite, Black, and Hispanic residents into white areas; 2) the presence of Jewish visibility as a measure of ethnoreligious minority group threat; and 3) gender equality in income, occupational status, and the labor force. Gender equality in education however does appear to have an ameliorative effect on white supremacist mobilization. On balance, the current study finds support for backlash explanations of white supremacist mobilization and demonstrates the utility of applying perspectives used to explain violence, including hate and extremist violence, to explain white supremacist mobilization.

GENDER EQUALITY IN UZBEKISTAN: AN OVERVIEW AND PROSPECTS FOR THE FUTURE

This article provides an overview of the current status of gender equality in Uzbekistan, the prospects for the future, and solutions for increasing gender equality. The article highlights the challenges faced by women in Uzbekistan, including gender-based discrimination in the workplace, a gender gap in education and healthcare, and barriers to accessing employment opportunities and reproductive rights. The article also discusses the initiatives being taken by the government and the UNDP to promote gender equality and provides solutions for increasing gender equality, such as addressing the barriers women face in accessing education and the workforce, promoting gender-sensitive policies and practices, and changing cultural and social norms.

The Expansion of Women’s Rights in Africa

Twenty years after the African Union adopted the Maputo Protocol on the Rights of Women in Africa, constitutional and legislative provisions on women’s rights have proliferated across the continent. Sub-Saharan Africa has achieved some of the world’s highest rates of improvement in women’s economic empowerment. African women have also been at the forefront of global efforts to increase female representation in political and business leadership, peacebuilding, and other areas. But progress on women’s rights has been weaker in the domain of family law on issues including inheritance rights and reproductive freedom. Africa also ranks lowest in closing the gender gap in education, despite major gains at the primary school level.

Contributors

Contributors

An Analysis of Sexist Words in English and Chinese from the Perspective of Memetics

With the development of economic globalization, the exchanges between countries are getting more frequent than before. Language plays an important role as a tool for communication among countries. English is known as linguine franca, while Chinese is one of the most populous languages in the world. Both languages are hugely influential aroud the world. Nowadays, women's status has improved. However, whether on the Internet or in social life, sexist words still emerge endlessly. Sexist words exist in both English and Chinese. Based on memetics, this paper discusses the generation, spread, rise and extinction mechanism of sexist words in English and Chinese from three perspectives: sexist word formation meme, sexist meaning meme and sexist word order meme. The formation and spread of sexist word memes in English and Chinese have something in common, but they also bear their own characteristics due to the differences of political, economic and cultural environment. Sexist ideas and sexist word memes interact with each other. The formation of sexist word memes is influenced by sexist ideas, while sexist word memes will promote the formation of sexist ideas. Based on the formation and transmission mechanism of memes, the paper proposes three elimination strategies of sexist word memes: establishing gender equality awareness, blocking the transmission process of sexist memes and strengthening gender equality education. This paper aims to reveal the mechanism of the generation, spread, rise and extinction of sexist word memes in English and Chinese, so as to remove the obstacles for friendly exchanges between China and other countries, and promote equal communication between men and women.

Understanding Gender Approach to Educational Achievement:

There is a known gender gap in higher education where female students have different learning outcomes at school and university levels. This study explores the perspective of a gender model approach to educational achievement in terms of the thoughts of outstanding students in several universities in Aceh Province. Through data analysis of the interview data of 400 exceptional participants to hear their perceptions about their learning progress. Gender differences in educational outcomes are related to gender differences in non-cognitive traits of education, such as behavior, interests, motivation, personalization, consistency, and external support; However, causal interpretation of the interview evidence and literature review has concluded our research by determining which factors are most decisive for female student achievement as a gender approach model. Thought in solving policy approaches can help close this gender gap, and this finding shows how gender-based policies can close it. The results of this study are expected to be a meaningful input for developing studies for researchers, academic discussion, and policy-making to support female students' academic achievement in higher education institutions. The achievements obtained will be a model for women to increase their capacity as social workers.