Gender And Education Research Articles

Research on Gender Equality Education Policy in China

Research on Gender Equality Education Policy in China

Shifting Gender Dynamics in Indian Higher Education: PG and Ph.D. Enrolment Trends

Indian higher education is experiencing a rise in female enrolment in higher education and female students became higher than that of male students for the first time in 2019-20. However, when analyse discipline wise trend of girls’ enrolment in Postgraduate (PG) and Doctoral (Ph.D.) programs, we find contrasting trends highlight a complex dynamic. By leveraging data from the All-India Survey on Higher Education (AISHE) reports, this analysis sheds light on the current representation of female students in higher education with focus on PG and Ph.D. programs. The contrasting enrolment patterns in PG and Ph.D. programs highlight the uneven progress towards gender equality in education across different fields of higher education in India. This study aims to contribute to a deeper understanding of these dynamics and the persistent barriers that hinder the achievement of true gender parity.

Challenges Facing Female In-Service Students in Pursuing Higher Education in Tanzania: A Literature Review

This study reviews literature on the barriers and challenges faced by female adult students in Tanzanian colleges and universities. By employing a systematic literature review methodology, the study collected and analyzed multiple research studies to comprehensively address the specific research question. The primary objective was to raise awareness of these challenges and to call for collaborative efforts from families, spouses, peers, institutions, and communities to address them. Despite significant strides toward gender equality in education, female in-service students in Tanzanian higher education institutions continue to face numerous obstacles. The findings reveal that these students struggle to balance household duties with academic commitments, leading to heightened stress and compromised well-being. Financial constraints further exacerbate their challenges, hindering their ability to cover tuition fees and other educational expenses due to a lack of support from spouses and institutions. The study concludes that systemic changes within educational institutions are necessary to recognize and accommodate the unique needs of female in-service students. By fostering a supportive environment and providing necessary resources, educational institutions can empower female students to pursue their educational goals without sacrificing their roles as caregivers and homemakers. Collaborative efforts from families, spouses, peers, institutions, and communities are essential in achieving this aim and promoting gender equality in higher education

Social gender inequality and the gender gap in the classroom: evidence from Southern and Eastern Africa

ABSTRACT The gender gap in education is not limited to the subject of mathematics or only to be found in high-income countries, and its repercussions can have generational consequences. Previous literature has sought to explain why the gender gap persists in most high- and middle-income countries vis-à-vis social gender inequality without drawing from similarly comprehensive data from the African context with its unique gender gap landscape. This paper examines the correlation between more gender-equal countries and the gender gap in student test scores for reading, mathematics, and HIV-AIDS awareness in southern and eastern Africa. We use ordinary least squares and quantile regression to analyse student information from the SACMEQ III dataset in comparison with measurements of social gender inequality such as the Gender Inequality Index and the Global Gender Gap Index. As such, this analysis draws on data from roughly 60,000 African students and includes test scores from reading comprehension and HIV-AIDS awareness, a unique subject that is critical for health, wealth and wellbeing on the continent. Our study finds that in each subject at every quantile, the gender gap displays a robust inverse relationship with more gender-equal countries specifically demonstrating higher educational performance among girls. With youthful populations and burgeoning economies, these countries in Africa have much to gain from addressing the gender gap in education. These findings encourage policymakers to consider how the social condition of gender-equality might influence the academic performance of students, especially for girls.

The Abolition of the One-Child Policy and Its Impact on Household Investment in Educating Girls in China

Implemented in 1979, the One-Child Policy was a controversial measure aimed at controlling population growth but resulted in significant unintended consequences, including gender imbalances and economic strains. The policy's relaxation in 2016 to allow two children, and later up to three children, was a response to demographic and socio-economic challenges. This article examines the short-term impacts of these policy changes on educational investments for girls, noting increases in enrollment rates and evolving parental attitudes towards gender equality. It also considers the long-term effects, such as improved gender parity in education and its implications for workforce and economic growth. However, persistent cultural biases, regional disparities, and economic burdens continue to challenge progress. The findings suggest that while the policy shift has fostered greater educational investment in girls, comprehensive efforts are necessary to address enduring inequalities and ensure equitable educational opportunities across all regions.

Gender Perceptions in Multi-child Families: The Structure of Family Affecting Gender Stereotypes among Chinese College Students

This paper focuses on gender stereotypes in Chinese multi-child and one-child families to examine whether siblings influence gender stereotypes in College students. In this work, 141 questionnaires (M = 67, F = 74) on gender stereotype representations were collected. The t-test was used to detect gender stereotypes between groups from different families. This study demonstrates that large families influence gender stereotypes among college students, with females from large families showing significantly different feedback on gender stereotypes than males with siblings. Due to son preference, more resources for survival and education in the family will be invested in boys, which implies injustice and oppression of girls. China has already enacted the three-child policy, and the impact of gender inequality ideology on children's gender stereotypes in multi-child families, as reflected in this study, has theoretical value for the future promotion of gender equality education in Chinese families.

Teachers’ Perception of the Gender Gap in STEAM Subjects in Pre-University Stages

The term STEAM (Science, Technology, Engineering, Arts and Mathematics) is associated with a promising pedagogical approach to improve the development of students at different educational stages. Degrees linked to a STEAM approach encourage real-world problem solving through the application of multidisciplinary knowledge. The objective of this research is to analyze the perception of Early Childhood and Primary to Secondary Education teachers on the existence of the gender gap among pre-university students in subjects related to STEAM degrees in Spain. Given the results obtained, it is possible to affirm that according to teachers, there is a gender gap among students in the early educational stages in topics related to STEAM careers, which can mark their future gender gap in university education. Given this scenario, it is necessary to continue researching the possible factors that influence the gender gap in these degrees to understand possible gender inequalities in the educational field. Furthermore, the need to implement educational strategies that promote gender equality in Spain from the first educational stages is highlighted.

Uncovering gender gap in academia: A comprehensive analysis within the software engineering community

Gender gap in education has gained considerable attention in recent years, as it carries profound implications for the academic community. However, while the problem has been tackled from a student perspective, research is still lacking from an academic point of view. In this work, our main objective is to address this unexplored area by shedding light on the intricate dynamics of gender gap within the Software Engineering (SE) community. To this aim, we first review how the problem of gender gap in the SE community and in academia has been addressed by the literature so far. Results show that men in SE build more tightly-knit clusters but less global co-authorship relations than women, but the networks do not exhibit homophily. Concerning academic promotions, the Software Engineering community presents a higher bias in promotions to Associate Professors and a smaller bias in promotions to Full Professors than the overall Informatics community.

Communist propaganda and women’s status

This paper examines how communist propaganda affects gender norms and behavior in China. Improving women’s status and promoting gender equality were significant themes of revolutionary propaganda in China from the 1950s to the 1970s. Exploiting plausibly exogenous variation resulting from topography, I find that exposure to radio broadcasts during the Cultural Revolution improved educational gender equality, and such effects were stronger in areas with weaker Confucian norms. Using individual-level census data, I also find positive effects of radio exposure on women’s family-related and career-related outcomes. I explore the possible mechanisms using data from two surveys on gender norms, and my evidence is consistent with rational updating. The significant persuasion effects disappear when more recent data are employed, implying temporary communist influences on entrenched social norms.

Pedagogical practices and the gender gap in economics education

AbstractSince the 1970s, economists have regularly documented that women tend to underperform otherwise comparable men in introductory economics courses. Hypotheses as to why this finding is so persistent often target economists' pedagogical practices. In this paper, we leverage the changes forced by the COVID‐19 pandemic to explore several hypotheses. Leveraging a sample of more than 3000 students enrolled in introductory micro‐ and introductory macroeconomics across seven semesters, we examine the interaction between gender and course modality, returns to effort, and the composition of the final grade. We find the size of the gender performance gap, as measured by course grade, fluctuated significantly across pre‐, during, and post‐pandemic semesters. We conclude this variation is not explained by course modality or student effort measures; instead, we argue that assessment strategy may drive much of the gender gap. This suggests the de‐emphasis of multiple‐choice exams in grade composition may go a significant way to closing the gender gap in introductory economics performance.

The cloak of equality in STEM education: institutionalised masking of gender differences in STEM expectations, task values, and participation

ABSTRACT Do gender parity and egalitarian values in STEM education mask institutionalised gender inequalities in STEM? This study uses student background questionnaire data from the 2015 Trends in International Mathematics and Science Study (TIMSS) supplemented by national level data on gender parity in educational enrolment and female participation in the STEM workforce from the United Nations and International Labor Organization to empirically examine the evidence. Using two-level hierarchical linear models, we analyse the effects of students’ STEM expectancies and task values on their anticipated STEM education and career participation. Results confirm that gender equity and egalitarian values dominate the cross-national expectancies and task values for STEM education, both across genders as well as for female and male students separately, even though there is wide variation and significant gendered inequality that persists in both educational access and STEM workforce participation. Thus, the ‘cloak of equality’ hypothesis is supported by the evidence presented.

Determinants of women’s labor participation rate: Evidence in ASEAN

Attention to women's involvement in the workforce is increasing in social and economic development, particularly in developing countries such as those in ASEAN. However, data indicates that despite progress, the Gender Inequality Index (GII) remains high in ASEAN countries. This condition underscores the importance of focusing specifically on women's empowerment, reproductive health, and participation in the labor market. This research analyzes the influence of wages, women's involvement in parliament, women's life expectancy, fertility rates, and maternal mortality rates on women's labor participation rates in ASEAN. Data for this research was acquired from the World Bank. The study is quantitative, utilizing panel data regression analysis from 2011-2022, covering 11 ASEAN countries, using the Random Effects Model (REM) approach. The research findings indicate that wage, women's life expectancy, fertility rate, and maternal mortality rate variables significantly influence women's labor participation rates in ASEAN from 2011-2022, while women's involvement in parliament does not significantly affect women's labor participation rates. Therefore, ASEAN countries' governments should increase women's wages and healthcare access, promote family planning, support gender equality in education and employment, and enhance women's political participation.

Exploring Factors That Obstacle the Gender Equality Education of Asian Society

Exploring Factors That Obstacle the Gender Equality Education of Asian Society

Spousal Agreement on Sex Preferences for Children and Gender Gaps in Children's Education

AbstractUsing data from 60 countries, we measure how much couples agree on sex preferences for children and whether differences in sex preferences are associated with gender gaps in children's education. Results show extensive disagreement in sex preferences for children, with husbands far more likely to want more sons but their wives more likely to prefer having equal numbers of boys and girls, wanting more daughters, or having no preference. India has the highest share of agreement on sex preferences (59 percent), and Niger has the lowest (32 percent). The association between couples’ sex preferences and gender gaps in education differs considerably by country. In some countries, girls have worse outcomes when their parents agree on son preference and better ones when parents agree on daughter/no preference. But there are numerous counter‐examples as well. Gender gaps in education appear more often when wives hold son preference but not their husbands than the reverse combination. Agreement on daughter/no preference is the only category that is systematically associated with better outcomes for girls relative to boys (although even here there are caveats). Balanced preference (wanting as many boys as girls) is an ambiguous category with heterogenous patterns in terms of educational gender gaps.

Skills development for sustainable career planning in Bangladesh: the case of gender equality in education

Purpose This study aims to investigate the importance of lifelong learning in cultivating competent human capital, fostering long-term career sustainability and promoting gender equality in Bangladesh. Design/methodology/approach This study has used a qualitative research methodology with inductive reasoning. The researchers used purposive sampling to conduct semi-structured interviews with 34 male and female students at the graduate and undergraduate levels, in addition to six stakeholders. This research is grounded in the theoretical frameworks of human capital development theory and gender and development theory. Findings The results suggest that there exists a positive correlation between lifelong learning, sustainable career development and gender equality in the context of Bangladesh. Successfully executing strategies might also play a significant role in attaining Bangladesh’s sustainable development goals (SDGs). Practical implications Educational curriculum reform within institutions is urgently needed, necessitating the active involvement and influential contributions of actors and stakeholders. Implementing lifelong learning must also align with gender equality and SDGs. Originality/value This study addresses a significant gap in the existing literature by offering insights into the relationship between lifelong learning, career sustainability and gender equality within the specific context of Bangladesh. This study provides valuable contributions to scholars, stakeholders and policymakers while establishing a foundation for future research endeavors.

Differences in Digital Skills Between Men and Women: Case Study in Calceta – Manabí

The study addresses gender disparities in digital skills among computer science students at the Escuela Superior Politécnica Agropecuaria de Manabí Manuel Félix López. Using a descriptive quantitative approach and stratified sampling, 212 students were selected for the study. A questionnaire validated by another research work and adapted to the needs of the study was used, including sections on artificial intelligence and ChatGPT, to assess basic and advanced digital skills. Data were collected through Google Forms, and analyzed with statistical software, using descriptive and inferential statistics, including t-tests and Mann-Whitney U tests. The descriptive analysis showed a predominance of male participation, a trend towards the use of mobile devices, and limited formal technological training. Significant gender-based differences were noted in programming and AI use, with pronounced disparities in interactions with ChatGPT and understanding of prompts, indicating gender variations in the perception and use of technology. The study concludes that there are evident gender disparities in areas such as prompt comprehension and the academic use of ChatGPT, aligning with previous studies on gender gaps in technological education. It suggests the need for educational strategies to address these disparities, contributing to more equitable digital competence in higher education.

The Changing Trend of Tribal Education in West Bengal with Special Emphasis on the Girl Students

Education is an investment towards development. Gender gap in education is common among the backward classes of people in India. Aim of this study is to understand the recent trend of tribal education among the Scheduled Tribes of West Bengal. Study covered four districts from different zones of West Bengal. These were Alipurduar from north, Birbhum from central part, Purulia from west and South 24 Pargana from the southern part. The selected villages were chiefly inhabited by the tribal population. Secondary data related to tribal education were collected from Census of India (2011) and Statistics of School Education (2010- 11), while primary data were collected through field work in four districts. Both qualitative and quantitative methods of data collection were followed. A structured schedule was used for collection of household level data, which covered education related questions. Personal interviews with the teachers, parents and case studies of the students supplemented the quantitative data. Fourteen different tribal groups were studied in the selected areas during field work. Secondary sources suggest educational backwardness and gender gap among the tribal population. Findings show district wise and community specific variation in status of education among the studied population. A positive development was observed in case of girl’s education. The gender gap is gradually decreasing. Among many factors responsible for this changing trend, major was development programmes meant for girl’s education in West Bengal.

Implementation of Progressive Islamic Education from KH. Ahmad Dahlan's Emancipation Perspective in Progressive Islamic Education

This research will examine KH. Ahmad Dahlan's thoughts on progressive Islamic education, including the development of religious education. This research uses a qualitative approach with literature analysis to examine various works and thoughts of KH Ahmad Dahlan. The research findings are that KH Ahmad Dahlan's thoughts on progressive Islamic education emphasize the development of socio-emotional, intellectual, moral, and creative potential. The concept of interfaith education that he promoted education does not discriminate against religion, allowing Muhammadiyah schools to accept students from various religious backgrounds. In addition, the implementation of KH. Ahmad Dahlan's thought leads three main concepts: humanization, liberalization, and emancipation perspectives. The humanization perspective emphasizes gender equality in education, the liberalization perspective on awareness of social reality and local culture, and the emancipation perspective on individual liberation from stagnant thinking.

The İnfluence of Political and Psychological Factors on Women’s Right to Education

This descriptive study, which consists of three main headings, focused on the obstacles encountered, proposals of international organizations for solutions and the right of women to education. Social, economic, political, as well as psychological factors influencing this process were analyzed based on the related literature. In the past, men tended to be more educated than women, but in recent decades the gender gap in education has been reversed in most Western countries even in many non-western countries. However, in a number of countries, women are still experiencing difficulties in terms of accessing the facilities for getting education. Among the countries in which this problem is most often observed, some countries stand out in particular. Afghanistan, Pakistan, Congo, Cameron, India, Nepal are among the countries where this problem is more experienced. Based on the collected data, the following main conclusions were identified: a) poverty, b) gender-based stereotypical ideas and approaches, c) cultural values and the lack of education has an impact on the education of women and their involvement in the educational process. Based on these findings the following proposals are recorded: a) Programs on reduction and eradication of poverty should be provided and materials for education should be accessible to women, b) Conducting studies with parents and community adults in society that involve encouraging them to accept equality between men and women according to gender stereotypes, c) Providing countries with basic literacy programs for women, d) Promoting awareness campaign on the importance of women’s education, e) Overcoming barriers to schooling. For elimination of problems in this direction in Turkey, a number of campaigns are implemented with the participation of the Ministry of Education (MoNE), UNICEF, UNESCO, ILO, civil society, media, private sector.

"As I dropped the phone, she slapped me for the first time": Experiences of intimate partner violence among Nigerian men during COVID-19 restrictions.

Limited literature exists on men's experiences with intimate partner violence (IPV) during the COVID-19 lockdown, especially in resource-constrained settings like Nigeria. We investigated the prevalence, risk factors, and lifetime experiences of IPV among men in Nigeria, during COVID-19 restrictions. Using a mixed methods design, we interviewed 420 married men with a structured questionnaire and conducted 20 in-depth interviews. Logistic regression and a framework approach were used for data analysis. Approximately 86.4% of respondents (n=363) experienced IPV at some point in their lifetime. The prevalence of IPV during the COVID-19 restrictions was 76.2% (n=320). Over a lifetime, verbal (67.4%), physical (78.1%), and sexual coercion (81.0%) were the most common forms of IPV. During the COVID-19 lockdown, the corresponding proportions were 48.6%, 69.5%, and 57.4%, respectively. Male- and female-perpetrated IPV over a lifetime (88.3% vs 87.6%) and during COVID-19 restrictions (88.3% vs 81.4%) were similar (p>0.05). Older age, non-Muslim religion, longer marital duration, partner's profession, and no formal education were associated with higher IPV risk. Home confinement, financial stress, childbirth, disrespect towards spouse's parents, emotional detachment, disputes about child discipline, and suspected infidelity contributed to IPV. Men's active involvement in family life, improved communication, and increased transparency emerged as protective factors. Our findings highlight the high rates of IPV during the pandemic, with men as both perpetrators and victims. Future epidemic preparedness plans should prioritize IPV prevention strategies that enhance partner communication, promote male involvement in family life, address the gender education gap, and provide support services.