Gender Studies In Education Research Articles

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

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

A decade review and bibliometric analysis of the journal Compare

ABSTRACT Compare is a leading journal in the comparative and international education research field. To assess this journal’s productivity and influence, we conducted a bibliometric analysis of 428 papers published in Compare between 2010 and 2019. The findings show that in the past decade, Compare experienced significant growth in the number of publications and citations. This growth primarily stemmed from England, which yielded over half of the top 20 most productive authors and institutions. Among the numerous research topics discussed in Compare, the disciplinary development of comparative and international education, the internationalisation of education, gender studies in education, and citizenship education were the most frequently addressed. A detailed analysis of these four topics reveals that despite having published many papers falling within the scope of international education, Compare is encouraged to publish more papers about this subfield in the post-COVID-19 era.

POLÍTICAS PÚBLICAS DE GÊNERO NA EDUCAÇÃO: UMA ANÁLISE PARA O DESENVOLVIMENTO

O presente estudo busca demonstrar que as políticas públicas de gênero na educação são juridicamente, socialmente e politicamente necessárias. A metodologia utilizada é a lógica-dedutiva, com o enfoque na bibliografia especializada para mapeamento e compreensão do tema. Para tanto, estuda-se como se estruturam as políticas públicas na educação e a sua relação com as minorias sociais. Posteriormente, adentra-se especificamente nas Políticas Públicas de Gênero na educação, demonstrando as iniciativas já existentes e as críticas às mesmas. Por fim, defende-se a inclusão do estudo de gênero na educação como caminho para uma sociedade justa e igualitária. Analisa-se, para isso, diversos planos nacionais de desenvolvimento social. Defende-se que é plenamente possível, aceitável e desejável a implementação de uma educação que vise a discussão do gênero enquanto identidade, violência e discriminação, visando principalmente a transversalidade de uma sociedade preocupada com as reais mazelas vivenciadas hoje: as questões de gênero, etnia, raça, classe e deficiências.

A Story of Becoming: Trans* Equity as Ethnodrama

Amid today’s political climate, it becomes increasingly critical to encourage and maintain trans*1 equity practices of affirmation and recognition. While providing opportunities for hope and empathy, this article situates ethnodrama within gender theory to stage the lived experience of one female-to-male (FTM) trans* high school student. Distilled from a corpus of ethnographic interviews, this performance captures the student’s school experiences, and exchanges with his parents. Given theater possesses the potential to create empathy and affect social change, this ethnodrama attempts a novel embodiment of the layered complexities of trans* inclusion to foster pedagogies of recognition and gender equity. In this way, this performative text contributes to the burgeoning and important field of gender studies in education.

Validez de la evaluación del plan de estudios en género y educación. UPN, México

A continuación, se presenta el estudio de validez realizado al plan de estudios dela Especialidaden Género en Educación que se oferta desde 1999 enla Universidad PedagógicaNacional7, con base en dos grandes rubros: el de validez externa y el de validez interna. En el primero se contemplan cuatro apartados que incluyen la revisión de los estudios de género en educación como campo de conocimiento, el análisis comparativo de este programa educativo con otros similares (nacionales e internacionales), la revisión de su pertinencia respecto de las políticas públicas en género y educación, así como una visión panorámica de las demandas del campo profesionallaboral de los especialistas en la materia.Por otra parte, la evaluación de la validez interna siguió una estrategia metodológica, que consistió en verificar la congruencia entre los objetivos de los cursos con el objetivo general del plan de estudios, así como, la revisión de la correspondencia entre los alcances propuestos en cada tema de cada curso y las características del perfil de egreso.

Women in educational administration within developing countries-a gender perspective

This paper seeks to set the stage for the exploration of female leadership in educational systems within developing countries by reviewing the current research on women in educational administration within developing countries and suggesting future directions for further research on this subject in non-western countries. The paper is based partially on a systematic review of 13English-language papers that have been published in peer-reviewed journals in educational administration, gender studies in education, and comparative education. The review points to particular barriers to women’s career advancement ineducational systems within developing countries (e.g. strong family obligations, low levels of girl education, majority of men in teaching positions), unique career experiences (e.g. the important role of the father),and to the adoption of ―androgynous‖ leadership style by the few women administrators in these countries.Future directions for further exploration of this area of study are suggested (e.g. adopting a different theoretical view, the policy influences). Originality/value – The paper is an initial attempt to accumulate knowledge about the life and work of women administrators and educators in developing countries, an issue that has received marginalized attention in the extended research on gender and educational administration. Likewise, the paper provides researchers with suggestions for new research directions of high importance to the understanding of women administrators’ lives and work in different cultural settings.