Gender-related Topics Research Articles

Foregrounding Women in the Doctoral Classroom: Mainstreaming and Single-Sex Approaches to Graduate Education

ABSTRACTAn increasing number of published studies have drawn attention to gender disparities in various dimensions of Christian higher education. Although the majority of students on the campuses of member institutions of the Council for Christian Colleges & Universities (CCCU) are women, and the percentage of women holding faculty and administrative roles has increased, the male-normed environment of the academy continues to be evident in various ways, particularly in these Christian institutions. At the same time, higher education—and doctoral education in particular—is an important pathway to prepare future leaders and professors for Christian organizations. One potential way to begin to shift toward a more welcoming climate that benefits both men and women on CCCU campuses is to “foreground,” or make central, women's issues and concerns as part of regular classroom teaching. Such foregrounding can help counter the historic tendency to treat men's experience and concerns as normative for the human race. In the discipline of missiology, women make up the bulk of the practitioners yet are underrepresented as scholars, making it a pertinent field to challenge the neglect of women's voices and concerns in the academy. This article describes how a missiology classroom has been used to create a climate where women have opportunities to be central and where women's perspectives are treated as equally important as men's perspectives. To do this, I used three key practices: intentionally addressing gendered topics in mixed classes, offering selected single-sex education opportunities for women, and focusing on gender-related topics for research and publication. Using the discipline of missiology as a case study in relation to the importance of giving women's contributions to the field both recognition and voice may also offer transferable insights for doctoral faculty in other disciplines.

Blended learning to teach gender in medical school.

Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice. Yet curriculum gaps exist in teaching these topics in medical schools. To address this, medical schools are integrating gendered perspectives into their curricula. Acknowledging the need to teach gender and sexuality, Western Sydney University School of Medicine introduced a lecture on 'Gendered Perspectives on Health' in 2015. However, the delivery of the content took more time than anticipated, as some students lacked a basic understanding of gender and sexuality. Engagement with the didactic teaching method was low. Using blended learning techniques, a flipped classroom workshop on gender and sexuality was developed in 2016. The workshop had online components that gave basic information on gender and sexuality, which students viewed prior to the face-to-face session. Students then discussed specific gender-related topics with expert facilitators using a timed multi-station approach during the face-to-face session. A plenary session provided students with the opportunity to address any remaining questions. Evaluation suggests that the workshop increased the students' self-reported knowledge on gender and sexual health topics and services. Students also found the workshop useful and engaging. Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice IMPLICATIONS: The workshop provided an engaging and informative way for students to discuss gender and sexuality. The workshop also created a safe learning environment for students to clarify their perceptions of gender and sexuality. Increasing students' knowledge and understanding of gender and sexuality promoted a gender-sensitive approach to patient care, which can help students to avoid stereotyping and to provide comprehensive care to gender-diverse groups.

What it Means to Do Gender Differently: Understanding Identity, Perceptions and Accomplishments in a Gendered World

Recent changes in policies, laws, and public opinion have brought discussions about gender and gender-related topics to the forefront of cultural discourse. In spite of increased acceptance of gender nonconformity in public laws and Supreme Court rulings, we continue to see acts of hostility towards people who express their gender in nontraditional ways on both macro-system and individual levels. Viewing questions surrounding the issues of gender through an identity-oriented lens may shed light on some aspects of this complex topic. The present research utilizes social psychological and gender theories in order to better understand and explore the apparent contradictions in the gender discourse. Through the analysis of survey data on gender identity gathered from a university student population, we seek to illuminate the complex interactions that occur between self-meanings, perceptions, and behaviors related to gender identities. Specifically, we analyze: 1) how self-views of gender relate to perceptions of non-conforming gender displays, 2) how self-views relate to doing gender differently and 3) how these variables relate to perceptions of inclusiveness and safety. We find that self-meanings seem to not relate to perceptions or experiences, but that doing gender differently is related to increases in experiences discrimination and aggressions as well as perceptions about safety and inclusion. Implications and future research options are also discussed.

UN SECURITY COUNCIL RESOLUTION 1325 AND THE ROLE OF GENDER PERSPECTIVE

UN SECURITY COUNCIL RESOLUTION 1325 AND THE ROLE OF GENDER PERSPECTIVE

Gender in family therapy education: reflections of cis-females

Purpose: Research indicates that family therapy courses in gender studies affect both female and male students to the same degree. How female students experience a gender-focused family therapy class has yet to be explored. This qualitative study focused on self-identified cis-female students' experiences in a ten-week course on gender in family therapy. The purpose of this study was to present female students' critical reflections of taking a clinical training course dedicated to gender studies. Method: Using transcendental phenomenology, we analysed reflections from 86 student-participants regarding how they perceived themselves as gendered and how new information had transformed their thoughts and actions. Thematic analysis from the data was inductive, we read and reread the reflections and then generated several main themes. Results: Participants were challenged to revisit gendered assumptions about significant and insignificant concerns in their development. We organized women's self-reports into four domains: Affect, Identity, Empowerment, and Action. Conclusions: In summary, addressing gender-related topics in the classroom had impacted students intra-personally and interpersonally. As they processed internally, they began to reshape their relationships. Additionally, they planned to become agents of change in therapy room. Practitioner points Therapists recognize how gender-related power differences, gender roles in societal and familial systems, and the ways unequal gender relations affect relationships Therapists address not only the position of women in their cultures but also how their social environment reproduces this positioning within its own ranks Educators ensure that their pedagogies and therapeutic practices constantly reflect gender-aware practices in order to be culturally competent

On Gender and Apology Strategies: The Case of Arabic

Abstract The purpose of this study is to see whether gender plays a role in the apology strategies employed by native speakers of Arabic, i.e., how Arab males and females express apologies in different situations. Data necessary for this study were collected via a Discourse Completion Task (DCT) questionnaire, incorporating 10 real-life scenarios in the form of short descriptive statements. In accordance with the Cross-Cultural Speech Act Realisation Patterns, participants’ responses(n = 20) were analysed and further classified into five distinct apology strategies: (Illocutionary Force Indicating Device (IFID), Responsibility (RESP), Explanation (EXPL), Repair (REPR), and Forbearance (FORB)). The researcher initially hypothesised that apology strategies employed by participants would exhibit more differences than similarities among native speakers of Arabic. Contrary to previously conducted research on this subject (i.e., attesting more differences), the data analysed (n = 350 apology exchanges) revealed more similarities than differences regardless of gender. In fact, no statistically significant differences were found. In addition to contributing to the current theoretical debate on gender and gender-related topics, the results of this study may entail pedagogical implications for those in direct contact with Arab learners of English as a Second Language or with speakers of Arabic in general terms.

Introducing gender training in judicial education in Japan to support the judiciary

In this paper, I will present the necessity of introducing gender training in continuing legal education, especially judicial education. Gender-related topics are rarely covered by professional legal education in Japan, and no systematic effort has been made to address gender in continuing education. In view of the current situation, I will explain the necessity of continuing legal education as well as the necessity of including gender training in judicial education by clarifying the principles of the judicial education systems implemented overseas and the values underlying these systems, while taking into account the role of the judiciary in the development of the law. I will show that these values and the use of support-based judicial education as a means of achieving them should be acceptable for the Japanese judiciary as well. At the same time, I will urge a shift in judicial philosophy from the current model of maintaining the judiciary's independence, which leaves it insular and homogenous, to a new model: a judiciary which is accessible and supported by the confidence of the public.

MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POS-SIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA

Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gender issues do have a long tradition, even if not always thematised as such. The curriculum of educational science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among educational students and regarding to a “new deal for young women” (McRobbie 2009), which may influence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative empirical survey composed of four group discussions carried out with 14 university students of educational studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes. Key words: gender, de-examination of gender issues, higher education, university students

Teaching Gender Issues in Asian American Psychology

This article presents a set of pedagogical approaches and suggested topics and materials for teaching gender issues in Asian American psychology. The experiences of contemporary Asian American women and men must be understood with an appreciation for the larger social, political, and historical contexts in which they live. Thus, several topics designed to “set the stage” for exploration of gender issues are presented. Central issues in teaching gender-related topics within Asian American psychology are discussed under the categories of gender roles, gender stereotypes, and gender differences. Instructors are encouraged to use multimedia resources and interdisciplinary approaches to promote critical thinking about the complex interactions of ethnicity, gender, and the larger sociocultural forces that shape Asian American women and men's psychological experiences.

Gender and Difference in Ancient Israel (review)

134 SHOFAR by the patriarchal rules, her "going out" contributed to the brothers' perversely acquiring material rewards. The Dinah story itself is analyzed in Chapter 4 with a view to assessing its use of the circumcision motif and Dinah's misfortune in encountering dangers outside the house. Redactors adjusted the Genesis stories to new ideological cOmponents working toward national permanence and commitment that was lacking in the Hebrews' more nomadic culture. The final chapter attempts to analyze the Dinah affair by the method of comparative, midrashic, and intertextual evaluation. Sheres states that there is no attempt to characterize historically the contemporary problems facing Israel and its neighbors. However, she argues that while the idea of covenant laid out the grounds for a superb philosophy of dialogue and understanding, it also encouraged questionable positions about morality and political behavior impacting on Jews and Western civilization alike. The author calls for a consideration of Dinah in a new light, as an active political figure who tried to steer the Hebrews away from brutal confrontations . Dinah's "going out" must be understood as wise and desirable, serving as a model for many Israeli women who struggle to form a coherent political, pacifistic group with an agenda of Palestinian accommodation. For Ita Sheres, Dinah becomes the prototype of other Hebrew women who have followed her footsteps and tried to mature independently of males and more inclusive of other people (p. 116). "Dinah's 'going out' fits the taxonomy of inclusion and mutuality, and in that perspective her ideal, unredacted story should be the parable for our time" (p. 125). In the Appendix the textual clues for retrieving the unredacted version of the Dinah story are presented. Valuable scholarly notes along with indices of texts and names provide valuable resources for an inquiry into issues involVed in the study of the Dinah story. This book will be valuable to students, professors, and informed readers who are interested in possible Biblical underpinnings for contemporary history. Betty Jane Lillie Athenaeum of Ohio Gender and Difference in Ancient Israel, edited by Peggy L. Day. Minneapolis : Fortress Press, 1989. 209 pp. $12.95. The authors of the twelve essays in this book share a belief that past studies of women characters in the Bible have evaluated biblical literature in light of present-day values on women's experience. They assert that such research can result in ahistorical, ethnocentric perspectives on gender; the Volume 10. No.1 Fall1991 135 danger of such work is that Western images of women and men are transposed to a text from a non-Western society, thereby posing a barrier to understanding the biblical experience. While such an approach is valid for theological interpretation, explains editor Peggy L. Day in her introductory essay , it can obscure other possible readings that areavailable through the application of alternative methodologies from the social sciences, literary criticism , etc. This volume addresses gender-related topics in the Hebrew Bible, without bringing contemporary feminist theological concerns to the text. Jo Ann Hackett, in "Rehabilitating Hagar: Fragments of an Epic Pattern ," compares the conflict between Sarah and Hagar in Genesis 16 and 21 with a similar pattern in stories from Canaan and Mesopotamia and argues that the biblical author intends for the reader to sympathize with Hagar, a foreign slave woman, the underdog in the narrative. In "The Woman in Ancient Examples of the Potiphar's Wife Motif, K2111," Susan Tower Hollis also discerns a pattern connecting the biblical text to ancient Near Eastern counterparts. She discovers that the so-called evil woman in these narratives brings about a positive transformation in the male hero of the story. Susan Niditch's analysis of "Eroticism and Death in the Tale of Jael" uncovers that Israel is identified with Jael, the more vulnerable character, and that the text emphasizes the victory of the marginal over the powerful. Peggy L. Day, in "From the Child is Born the Woman: The Story of Jephthah's Daughter," argues for a woman's life-cycle ritual behind Judges 11:29-40. Phyllis Bird, "'To Play the Harlot': An Inquiry into an Old Testament Metaphor," studies the words of Hosea and contends that in ancient Israel the cultic role...

“Revision/re‐vision”: A feminist writing class

(1991). “Revision/re‐vision”: A feminist writing class. Rhetoric Review: Vol. 9, No. 2, pp. 258-273.