Gender And Education Research Articles

Gender Equality in the Middle of the Covid-19 Pandemic in the Labor Market

The COVID-19 pandemic has accelerated the digitization process in service systems and manufacturing industries in most countries, although at varying speeds. This was triggered by social distancing requirements and other COVID-19-related regulations imposed by governments around the world, including Indonesia. Digital technology is widely regarded as a promising means of promoting gender equality in education, the labor market, access to finance, and health care. This study is aimed at examining whether there are significant differences between female and male workers in the labor market and the digital access they have during the COVID-19 pandemic. The research design used is quantitative. The objects in this study are female and male workers in the province of Bali. In general, the results here confirm indications of increasing gender inequality in Bali. Gender issues are often ignored in gender-related research because technology is believed to be gender-neutral. Male workers have higher productivity than female workers in the labor market. The gender approach argues that technology is not neutral, but dependent on culture. Technology reflects the society that creates it. Access to (and effective use of) technology is affected by a spectrum of exclusions that intersect including gender, ethnicity, age, social class, geography, and disability. The power relations that exist in society determine the enjoyment of the benefits of ICTs, therefore they are not gender-neutral.

Women’s Leadership in Islamic Boarding Schools: A Comparative Study of Islamic Boarding Schools in Indonesia, Malaysia, and Brunei Darussalam

It is common knowledge that men are the leaders of women, but Islam also encourages gender equality in education, which can be seen in the prophetic direction and the lives of salaf scholars, where at that time many female scholars emerged. Even so, religious boundaries must still be considered where in teaching and learning practice there can be no ikhtilat or mixing between men and women, therefore in the field of Islamic education, especially pesantren, it becomes a need for pesantren which only consists of women to the top. . In recent years, there has been a growing interest in women's leadership in these schools, as many Muslim women are seeking to become religious leaders.This comparative study aims to examine women's leadership in Islamic boarding schools in Indonesia, Malaysia, and Brunei Darussalam. The purpose of our study was to analyze the different leadership roles of women in Islamic boarding schools in these three countries. We use a qualitative approach combined with literature studies with interviews as a data collection technique. In addition, we used thematic comparative analysis to analyze the data collected from the interviews. The results are; in Indonesia, women often serve as heads of pesantren, focusing on collaborative, community-oriented leadership emphasizing service and mutual support. Conversely, female leadership in Malaysian Islamic schools is relatively rare, characterized by hierarchical structures and strict rule enforcement. Brunei Darussalam displays limited female leadership, with some exceptions following a conservative, values-centered approach. The study underscores the influence of cultural, social, and religious factors on women's leadership styles in Islamic educational institutions. The research highlights the need for further exploration of these dynamics, enabling the development of policies and practices that foster inclusive leadership environments within the context of Islamic teachings. At the end of this article will be presented in the form of a table about a comparison conclusion between Islamic Boarding School and Women Leadership in these specified countries for better understanding

Gender gaps in legal education: The impact of class participation assessments

AbstractThe gender gap is a well‐studied phenomenon in education policy. Although prior research has illustrated the presence of this gap in US Law Schools, questions remain as to whether these findings are generalizable to other jurisdictions where national, cultural, historical, institutional, and societal norms are substantially different. In this article, we investigate the presence and nature of a gender gap in one of Asia's leading law schools, the National University of Singapore (“NUS Law”). Employing a novel dataset with granular data on student, instructor, course, and component characteristics, we provide evidence that the gender gap persists over numerous cohorts of students. Despite controlling for a wide range of covariates such as standardized entry scores, income proxies, and a large array of fixed effects, female students at NUS Law systemically underperform their male counterparts across numerous metrics of law school performance. To investigate potential causal mechanisms behind the gender gap, we exploit a natural experiment in which NUS Law randomly assigned first‐ and second‐year students to a range of compulsory courses with different class participation assessment weights. We provide evidence that female students who were assigned to courses with larger class participation weights had relatively lower class participation scores when compared to their male counterparts. Our work suggests that pedagogical policy should consider the choice of assessment modes with a view to narrowing the gender gap in legal education. Our study is distinctive within existing studies on the relationship between gender and class participation in legal education as it utilizes a comprehensive dataset of student scores, instead of relying on observational studies and self‐reporting surveys which are more commonly used.

What Characterizes Education in Women’s Universities in Japan? An Analysis of Diploma Policies

Women’s universities were established in post-war Japan to fill the gender gap in higher education. Although they attract fewer students today than in the past, they account for nearly 10% of all universities nationwide. This study focuses on the diploma policies (DPs) that all universities in Japan are required to publish and explores the characteristics of education at women’s universities by comparing the DPs of 22 women’s and 59 co-educational universities. The DP content was analyzed using a cross-tabulation search engine employing text-mining. The results indicate that the DPs of women’s universities highlight their priority to foster economically sustained women, which reflects their founding purpose of empowering women. Although both women’s and co-educational universities emphasize their relationship with society, the latter seem to view society as something their graduates can create and develop, while the former regards it as given or changing. Moreover, women’s universities appear to emphasize that their graduates play an active but not a leading role in society. This could be an indication of gender inequality in the social, economic, and political realms of Japan. Considering Japanese society is becoming globalized and diverse, future research should focus on how global values and competencies manifest themselves in DPs.

Mental illness in children and its determinants in Ethiopia: A systematic review and meta-analysis, 2023.

Young people are at risk of developing mental health disorders. Depression, anxiety, and behavioral problems are among the primary causes of illness and impairment among teenagers. Suicide is the fourth highest cause of mortality in those aged 15 to 29. This study aimed to assess the determinants of mental health among children in Ethiopia. Online databases were searched from inception until March 2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 was used in this review. Subgroup analysis, I2 test, funnel plot, and Egger's test were performed. Pooled odds ratios (OR) were calculated. Fourteen studies were included in the meta-analysis. The pooled prevalence of mental illnesses among Ethiopian children was 24.68% (95% CI: 19.99%-32.38%). Having previous child abuse history (OR: 5.65; 95% CI: 4.32-7.39), poor socio-economic status (OR: 1.94; 95% CI: 1.24-3.04), urban residence (OR: 1.93; 95% CI:1.39-2.67), and being male (OR: 1.65; 95% CI: 1.15-2.38) were determinants of childhood mental illness in Ethiopia. and Recommendations: Mental disorders are highly prevalent in children with a history of child abuse, and a strong legislative body must be established to prosecute child abusers. Interventions that focus on gender equality in education and the creation of a safe environment for poor urban children are suggested.

Impact of Gender Equity in Education and National Development in Nigeria

Gender equity in education generates a push force that accelerates progress across sectors and goals; thus national development. Gender equality constitutes central position in both national and international programmes as an accelerator for achieving development. Women’s place in national development appears subordinated. Thus, this study examined gender equity in education in Nigeria and the impact on national development. Specifically, the study sought to determine the degree of women access to education, ascertain the impact of women education on socio-economic development determine the factors that constitute barriers to women education in Nigeria, the consequences of low women access to education and benefits of gender equity and women in education. The study discovered that educated women serve as stabilizing factor in national development and recommended ‘cultural rebirth, smart economic, new education content and soft competition technique’ as the approach that will grant women the needed equity in national development in Nigeria.

Gender bias in pediatric care: Health professionals' opinions and perceptions.

Gender bias in healthcare is understood as a misconception of the differences between males and females that may generate healthcare disparities and discrimination against one sex. However, is not well known how this implicit bias is manifested in pediatric clinical praxis. Thus, the goal of this study is to explore and analyse the attitudes of health personnel towarda possible gender bias in pediatric care in Catalonia. We undertake a descriptive and exploratory study applying a qualitative research methodology based on hermeneutic phenomenology and Grounded Theory using the focus group technique. The opinions collected were classified into four categories and 22 subcategories, and subsequently analyzed. Three main ideas stood out regarding situations that might be affected by gender bias: (1) attitudes of health personnel and perceptions with regard to mental health problems and (to a lesser extent) to physical health problems; (2) the role of the child's family and the professional's assessment of this role; and (3) the professional's attention to children of the opposite sex, especially in the case of genital examinations. The results stand out that differential attitudes depending on the gender of the child have been observed in clinical practice in pediatrics, which may have an impact on health inequality. Hence, academic training that includes the study and prevention of implicit biases in professional activity, campaigns aimed at the general population on how to detect implicit biases and promoting gender equity in education, should help to avoid the negative consequences of these misconceptions.

Effects of Family Experience, Social Interaction, and Schooling on Perceptions of Gender Equality Among Junior High School Students

<p>性別平等是不論國內還是國際社會努力追求的目標之一,更是台灣在頒布性別平等教育法後於學校努力的方向。性別平等觀念往往是透過社會化。因此本研究以階層迴歸來分析社會化環境中的家庭、同儕社群以及學校對國中生性別平等觀念的獨特解釋力。本研究以立意抽樣的方式選取台灣北中南三地區 30 個九年級班級共 792 名學生,研究發現,性別、家庭經驗、社群互動及學校經驗都對國中生之性別平等觀念有解釋力,性別與家庭經驗對性別平等概念也存在有顯著的調節效果。相較於女生,家庭經驗更能增進其性別平等概念。最後根據本研究結果提出對家長、學校教師、有關當局及後續研究者之建議。</p> <p> </p><p>Gender equality has become a key goal in both national and international communities. In Taiwan, it gained additional attention following the enactment of the "Gender Equity Education Act". The socialization process significantly influences perceptions of gender equality among students, with family, peer groups, and educational institutions, which are the most accessible social resources for students, being particularly influential in this process. However, the unique contributions of these social elements warrant further investigation. The present study recruited 792 ninth-grade students from 30 classes in Taiwan and employed hierarchical regression analysis to analyze the collected survey data. The results indicate that gender, family experiences, social interactions, and school experiences each exert a unique, positive influence on perceptions of gender equality among students. In addition, gender and family experience were discovered to have a moderate effect on these perceptions of gender equality. This study further offered targeted suggestions for parents, teachers, and relevant authorities for enhancing gender equality awareness.</p> <p> </p>

Children and adolescents educational gender gaps across the lifecourse in sub-Saharan Africa: On the role of mothers' lack of empowerment as a barrier for girls' educational performance

We estimate the impact of lack of mothers’ empowerment on an array of educational outcomes for their children in sub-Saharan Africa (SSA), focusing on the gender gap. Further, we look into how this operates by the degree of marginalisation of communities and on weakening educational transfers. We find that gender inequality is still a significant barrier in SSA compounded by weak mothers’ empowerment for improving educational outcomes for girls in comparison to boys. Thus, different barriers behind weak women agency need to be addressed to improve gender inequality across SDG4 gender-targets in the region.

Research on the Educational Gender Inequality and Affirmative Action in China

Since the 1970s, driven by economic growth, a number of laws and regulations have been passed in China to guarantee women's right to equal access to education and advance gender equality in the field. Higher education attainment in China has dramatically increased during the last few decades. However, girls still cannot have the equal opportunity for education compare to the boys due to the traditional attitude of preference for sons and limited educational resources. The purpose of this paper is to discuss the reasons for educational inequality in China from historical and economic perspectives, and compare educational equality in different countries, as well as the affirmative action implemented in China so far. This paper emphasizes the impact of historical reasons and son preference on gender inequality in education by collecting and analyzing data. What is more, this paper also compares affirmative action between China and other countries in order to come up with a better solution to eliminate educational gender inequality. The results show that the educational gender gap in China differs significantly between urban and rural areas. Moreover, the legislation in China lacks specific punishment and supervisory agencies, which makes it difficult to protect womens rights.

A gender and industry-responsive curriculum model for technical-vocational teacher education program

The study aimed to determine the gender and industry-practice gaps in the Technical-Vocational Teacher Education (TVTEd) program and fill these gaps through a curriculum model to make TVTEd gender and industry-responsive. The study used a mixed method approach where quantitative and qualitative data were utilized to develop the curriculum model. Phase 1 is quantitative descriptive research that focuses on the adequacy and usefulness of the pedagogical and technical skills of the curriculum using the lenses of TVTEd graduates and their supervisors. Phases 2 is a literature review that mapped the gender and industry-practice gaps in TVET. Phase 3 is a qualitative case study research focused on identifying the emerging gender issues constraining gender-responsive curriculum practices. Participants for Phase 1 were seventy-one (71) TVTEd graduates and thirty (30) academic and industry supervisors. Phase 2 scrutinized fifty-five (55) related studies. Participants of the Phase 3 included six (6) technical professors, seven (7) TVTEd graduates, and twelve (12) TVTEd students. Quantitative data were analyzed using statistical treatment (mean score, standard deviation, and weighted mean) and qualitative data were thematized using inductive thematic analysis. The results of the study showed a disparity in the technical skills of the TVTEd graduates, emerging gender and industry-practice gaps in the literature, and contradictions in the subjects (teachers), rules, tools, community, division of labor, and object within the activity system of TVTEd. The consolidated inputs from the four phases of the study were analyzed and utilized in developing a gender and industry-responsive curriculum model for TVTEd.

Deconstructing Gender Gaps in Basic Physics Education: A Multivariate Analysis of Practical Work Performance, Semester Outcomes and Literacy among Undergraduate Biology Education Students

Basic physics plays a crucial role in the education of undergraduate biology students. Proficiency in physics literacy, learning outcomes, and practical work is essential for their success. This study investigates the influence of gender on these aspects among undergraduate biology education students. A quantitative approach was employed, utilizing questionnaires, tests, and observations. The sample comprised 17 students from biology education program PMIPA FKIP Mataram University. The results do not provide evidence to suggest that there are significant differences between genders in terms of practical work performance, semester outcomes, or literacy scores.

Religion and women: How Waldensians reduced the gender gap

Does religion affect the gender gap? Using data on inquisition trials to locate medieval Waldensian communities in the Italian municipalities of Piedmont and early 19th-century female literacy rates, we find that municipalities with a history of Waldensian presence display lower levels of the education gender gap, a pattern that persists to the present day. Moreover, women in these municipalities have higher levels of education, greater labor market participation, and increased political representation. Our results highlight the importance of cultural and social norms in shaping women’s empowerment and gender equality outcomes.

International Organizations and Gender Parity in Education: Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)1

This study is a novel contribution to the literature regarding the influence of UNs Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) on women’s relative progress in education. We create a unique data set by focusing on 190 UN countries for the period 1980–2018and utilize pooled cross-sectional OLS and Panel Fixed effects models to study the impact of the various aspects of the ratification of the convention. We focus on Female to Male Primary Enrollment ratio (PrimaryFM), Gross Secondary Gender Parity Index (SecondaryGPI), and Gross Tertiary Gender Parity Index (TertiaryGPI). We find a positive relationship between various aspects of CEDAW ratification and progress in educational outcomes for women. Policymakers should focus not only on the ratification of international treaties, but also on all facets of ratification, such as closer adherence to treaties as evidenced by consistent behavior and implementation of changes, which in turn paints a more complete picture.

Care Work and the Careers of Educated Women: Role of the Care Diamond in India

The data on women’s education and labour force participation in India suggests that though the gender gap in education (particularly higher education) has almost disappeared, the gender gap in employment remains significant. The paper links the burden of double responsibility (paid work plus unpaid ‘care work’) with the low labour force participation rates among the highly educated women in urban India. Based on primary and secondary sources, the paper analyses the lived experiences of women who had to either leave their careers or who continued by managing to balance the two sets of responsibilities. Interrogating the care diamond in India, the essay examines two recent provisions of the government of India for working mothers – an increase in Maternity Leave and the provision of Childcare Leave. It finds that though these provisions seem to be in the right direction as they bring recognition to the care burden of employees, given the prevailing social norms on gender roles, they are insufficient (in their present form) to bring gender parity in the labour market.

Examining the Implementation of Girls' Education Policy in Afghanistan

This research examines the implementation of educational policies with a special focus on girls' education policy in Afghanistan. Education is a fundamental right and a driving force behind societal and personal advancement. Despite the existence of educational policies, many nations, like Afghanistan, still struggle with their proper implementation. This study aims to pinpoint the fundamental elements that influence how policies are carried out in Afghanistan and investigate the difficulties encountered when doing so, with a particular emphasis on the education of girls. This study makes recommendations to improve policy implementation procedures in Afghanistan through the use of a qualitative case study and examination of official documents, reports, and literature. It also aims to uncover the underlying drivers and causes of the implementation gap. Understanding the challenges and obstacles encountered in Afghanistan when putting educational policies into practice can advance knowledge of the implementation of policies in related fields and increase the efficacy of Afghan policies promoting gender equality and access to education. In general, the results obtained from this research show that the implementation of girls' education policy in Afghanistan has faced significant challenges due to factors such as limited infrastructure, insufficient resources, security threats, cultural norms and gender violence. In addition to recommendations such as strengthening cooperation, allocating resources, increasing teacher training, challenging cultural norms, and ensuring the coordination of related institutions. These suggestions can significantly improve policy implementation and promote gender equality in education in Afghanistan.

Implementation Of Gender Equality Education In The Boarding School Tarbiyatul Mu'allimat Al-Islamiyah Al-Amien Prenduan Sumenep

Education and pesantren are two parts that cannot be separated for the survival of the students. One of the bad stigmas among society is that a woman is marginalized by men, so there are many cases of harassment or even violence against a woman. With the existence of islamic boarding schools in Indonesia, it turns out that it has a change in the order of society to raise the degree of women in Indonesia. That men are now also activists to maintain the existence of a woman. The existence of this islamic boarding school provides a solution to raise the degree of a woman because in pesantren today it has taught several skills and education based on gender equality education. Thus, female students can grow and develop with confidence to defend themselves to be able to compete with a man. In this study, researchers used a qualitative field approach with a type of case study research. While the method in collecting data, researchers use three methods, namely observation, interview and documentation. Meanwhile, the data analysis technique is through data reduction, data exposure and data verification. The form of implementation of gender equality education management applied in tarbiyatul mu'allimat al-islamiyah is leadership and management training, worksop improvement of group leaders and organizational skills among female students while the advantage of this implementation is the confidence of each student to be able to compete with a man and have a trustworthy and honest leadership spirit. Meanwhile, the drawback is that there are some students who are indifferent in carrying out and implementing the discipline of islamic boarding schools that have been mutually agreed upon, both kyai, teachers and students.

The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution

This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language programmes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Participants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical significance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.

STEM EDUCATION AND THE GENDER GAP: STRATEGIES FOR ENCOURAGING GIRLS TO PURSUE STEM CAREERS

Science, Technology, Engineering, and Mathematics (STEM) are becoming increasingly important in today's society as they drive innovation and shape the future of the global economy. However, there is a persistent gender gap in STEM education and careers, with women significantly underrepresented in these fields. This gender gap can be attributed to various factors, including societal stereotypes, a lack of role models, and inadequate support systems for girls and women interested in pursuing STEM careers. This study aims to understand why women tend to avoid STEM careers and how to encourage women to be more involved in STEM fields. This study uses qualitative methods with interview collection techniques. The results of the study show that there are several aspects for women to be involved in STEM (1) initial exposure to the STEM field, (2) providing positive role models for women, (3) creating an inclusive and supportive learning environment, and (4) working actively to eliminate gender bias and stereotypes. Encouraging girls and young women to pursue STEM fields is critical as it not only helps create a more diverse and inclusive workforce but also opens up opportunities for innovation and advancement. Studies have shown that exposing girls to STEM fields at an early age can significantly impact their interest and confidence. In addition, they have access to positive female role models. They are creating an inclusive and supportive learning environment for girls in STEM fields. In conclusion, addressing the STEM gender gap and encouraging girls to pursue STEM careers is critical to creating a diverse and inclusive workforce, driving innovation and progress.

Crip-queer intimacy, alliance and activism: towards holistic sexuality education in Taiwan

ABSTRACT This study investigates the significance of sexuality education for individuals with disabilities in Taiwan. It highlights the importance of understanding sexuality as a fundamental aspect of identity, encompassing intimate relationships and connection to others. Since the implementation of the Gender Equity Education Act in 2004, Taiwan has made efforts to include comprehensive sexuality education in the school curriculum and integrate disabled students into mainstream education. However, disabled individuals still face barriers due to ableism and heteronormativity, which impede their access to sexual and reproductive health services, including sexuality education. To address this issue, we conducted a qualitative investigation using narrative and policy data, drawing on Scott’s phenomenology of nothingness and crip theory to explore the intersection of sexualities and disabilities in educational contexts. Our findings reveal that individuals with disabilities in Taiwan often rely on pornography and other erotic materials as informal sources of sex education. Hand Angels, a volunteer-based group established in 2013, has been actively promoting sexual rights within disability rights organisations, advocating for a comprehensive, sex-positive, pleasure-focused, and rights-based approach to sexuality education. However, there are still gaps in knowledge production and policy implementation, which systematically deny people with disabilities their right to sexual agency.