Gender Education Research Articles

Connections Between Pre-service Teachers’ Professional Noticing and Perceptions of Race and/or Gender

This study examined potential bias with respect to perceived gender and race in pre-service teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore emerging connections between professional noticing and equity concerns in mathematics education and discover the extent to which such noticing may be influenced by a student’s race and gender. A sample of 151 preservice teachers participated, and our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence was not statistically significant when compared across the perceived race and gender of the students.

GENDER EQUALITY IN UKRAINE: ANALYSIS OF THE REGULATORY AND LEGAL FRAMEWORK

The development of gender legislation in Ukraine is taking place at a fairly fast pace. The achievement of equal rights and opportunities by women and men is defined among the obligations that Ukraine undertook before the European Community.The purpose of the research is to analyze the legislative principles underlying the problem of gender equality; describe the process of gender legislation; identify the problems of practical implementation of legislation on gender equality.The development of our society requires significant changes in ensuring equal opportunities for women and men in all spheres of life and legal consolidation and elementary legal implementation of gender human rights instruments of influence, development of a gender policy strategy and its implementation in Ukraine, active participation in this process by representatives of both sexes. The domestic normative legal framework on gender equality issues is exclusively descriptive and is not provided with real implementation steps, i.e. financial and organizational resources [2]. Civil society in Ukraine in modern conditions, unfortunately, is not a driving force that can change the gender situation in the country [2]. Therefore, the legislative consolidation of gender equality in the state can only be traced theoretically, and in real life practices it is difficult for women to achieve full equality on a level with men.Today, gender discrimination is increasing in connection with the war in Ukraine, the economic and social crisis, and the austerity measures taken by the Government of Ukraine to overcome it. Women and children make up two-thirds of the 1.6 million officially registered internally displaced persons.Thus, the process of developing gender legislation continues, the Government and executive bodies are taking all possible measures to ensure gender equality in Ukrainian society. A perspective for further research is the study of foreign experience regarding gender education in higher education institutions.

How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English?

Our study examined how students’ perceived teacher beliefs and classroom goal structures, gender (of teachers and students) and own perceived talent, controlling for prior achievements, together explained motivational outcomes of students’ achievement goals, intrinsic value and enrollment choices in mathematics and English. Participants were 1086 grades 9–11 students (respective Ns = 380, 369, 337) from 3 coeducational middle-class schools in metropolitan Sydney, Australia. Hierarchical linear modeling revealed student-perceived teacher beliefs as the most consistent predictor of motivational outcomes in mathematics and English, over and above the effects of other measured influences. Perceived teacher beliefs moderated the effects of classroom goal structures, as well as relationships of gender with motivational outcomes in English. Grade-level effects were more positive among older students which coincided with the grade 11 transition.

Exploring the Causes of Gender Education Problems of Urban Adolescents Born in 2000 in China

This article explores the causes of gender education problems among post-2000 urban adolescents in China. The post-00s group, whose age and era are very important, is an object worthy of attention. Their curiosity about gender knowledge is at a very strong stage, and they also have development means such as the Internet to understand various gender knowledge. However, the gender cognition of post-2000 adolescents still has issues such as ambiguity, misunderstanding and prejudice to be resolved. From this point of view, there are many problems in the current gender education in China. This article uses in-depth interviews to study the reasons for the current problems of gender education in China: the influence of social gender concepts, the single content of school education, and the irregularity of family education. Considering that adolescents are not capable of making changes to these problems, this article starts with school teaching, family education and other aspects, and gives a series of suggestions, including strengthening the diversification of educational content and using new media such as the Internet for gender education Promote and incorporate gender education into teaching tasks, etc.

The Effect of Gender Ratio of Elementary School Teachers on Pupils Gender Awareness

Currently, gender imbalance among elementary school teachers has become a global phenomenon in education, which is more prominent in urban elementary schools in China. It has been found that the gender awareness of elementary school students is below the average, and elementary school is the right time to shape the correct gender awareness of students. To ensure the scientific development of education, the rational use of teachers resources, the continuous supply of quality talents, the psychological health of primary school students, and the sound development of elementary school students gender consciousness, we must pay attention to the reality of the feminization of teachers gender composition in elementary school education, analyze its root causes, search for countermeasures, and strive to build a balance between teachers gender and elementary school students gender consciousness. This thesis attempts to analyze the impact of gender imbalance on students behavior and mind through a combination of documentary and quantitative research methods, and further analyze the impact of male and female teachers on students gender consciousness at the elementary school level. Through the above process, the relationship between the gender imbalance of elementary school teachers and students gender consciousness is presented. Finally, appropriate opinions are offered to address the problem of imbalance between male and female teachers.

The Influencing Factors of Gender Stereotypes- Based on Early Childhood Education

In todays society, gender stereotypes still exist in many aspects of life. Gender stereotype is one of the important factors that cause social gender problems. Preschool is an important period for the formation of gender cognition. The gender stereotype formed in preschool can affect the childrens subsequent development, and it is deeply rooted even after they become adults. The healthy gender role cognition will have the profound significance to the young childs future occupation choice and psychological health. Therefore, it is necessary to carry on the correct gender education to the young children in the preschool period. The theme of this study is to analyze the influencing factors of gender stereotypes based on early childhood education. This study analyzed the characteristics of young children. It is found that adult language, dressing, material provision, picture books and magazines for children, and adult behavior are all influential factors for the formation of young childrens gender stereotypes and put forward the corresponding proposals from the social perspective, adults, kindergarten three aspects.

Investigation of the Relationship Between Nomophobia and Social Studies Teachers' Social Network Use

The smartphones we use in every aspect of our lives can be accessed anywhere without the limitation of physical space. This situation has led to excessive use of smartphones. Individuals, when unable to access their smartphones, experience anxiety and distress, revealing their nomophobic tendencies. Additionally, the availability of internet access on smartphones has increased the use of social networks. In this context, the research aims to determine the relationship between social studies teachers' purposes for using social networks and nomophobia. In the study, a quantitative research model called the correlational survey model was employed to determine the relationship between social studies teachers' purposes for using social networks and their levels of nomophobia. The sample of the research consists of 330 social studies teachers working in state schools affiliated with the Ministry of National Education in Turkey. The data of the research were collected using the "Personal Information Form," "Nomophobia Scale," and "Social Media Usage Purpose Scale." According to the research findings, there was no significant relationship between the gender of social studies teachers and their use of social networks or nomophobic perceptions. However, a statistically significant relationship was found between the use of social networks and nomophobic perceptions of social studies teachers based on factors such as unlimited internet use, education level, seniority, age, and internet usage duration. A weak significant relationship was determined between social studies teachers' usage of social networks and their nomophobic perceptions.

FEATURES OF THE STEM-EDUCATION FORMATION: FOREIGN EXPERIENCE

FEATURES OF THE STEM-EDUCATION FORMATION: FOREIGN EXPERIENCE

The Pussyhat Project: How Designer Respond to the Current State of the World in a Responsible Way.

In the digital age, the internet has become a powerful catalyst for raising awareness about pressing social issues, sparking grassroots movements for positive change. This phenomenon has seamlessly intertwined with the realm of design, which is now intricately linked with these revolutionary social initiatives. The pervasive influence of visual symbols, amplified by the internet, has led both governments and the general populace to recognize their potential as potent tools for future public endeavors. This paper meticulously explores the intricate tapestry of gender inequality within women's communities, delving deep into the symbiotic relationship between visual designs, social media communities, and political engagement. Conventional modes of activism have lost their resonance in the contemporary landscape; instead, designers have emerged as pivotal agents of change, redefining existing systems and inspiring future civic participation. By examining a craftivism case study, this paper illuminates visual design symbols as innovative educational tools in the age of connectivity, especially concerning gender education. It not only offers profound insights into the intricacies of designing spaces that facilitate active engagement in cyberspace but also presents a visionary designer manifesto. This manifesto serves as a profound reflection on the contemporary world while outlining the future of design practice, transforming designers into proactive activists and educators. Within these thought-provoking discussions, this paper underscores the transformative potential inherent in active engagement. It underscores the crucial role of designers in shaping a more equitable society and leaves an indelible impression, highlighting the profound impact of design in fostering civic participation and paving the way for a inclusive future.

TEACHERS CONFIDENCE OF CLASSROOM ASSESSMENT PRACTICES: A CASE OF BASIC SCHOOLS IN UPPER DENKYIRA WEST DISTRICT, GHANA

Teachers' confidence in classroom activities has been a major concern for educators and major stakeholders in Ghana. However, the literature suggests that showing higher confidence in classroom practices positively impact students learning outcome. The specific purposes of the study were to determine whether teachers are confident in (1) monitoring, analysing, and communicating assessment results and (2) assessment, design, implementation, and feedback. The study also sought to find out whether gender plays a role in teachers’ confidence in classroom assessment practices. A descriptive research design was adopted for the conduct of the study. The population for this study comprised all public basic schools in the Upper Denkyira West District. The purposive Sampling technique was used to select 137 out of 187 Lower Primary School Teachers (Basic 1-3). A standardised inventory called “Classroom Assessment Inventory” developed and validated by Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhangain in 2016 was adopted for this study. It was found that primary school teachers were generally more optimistic about their ability to put the various classroom assessments into practice in the classroom. Overall, the study found that teachers have a higher level of confidence in their assessment practices in the classroom. It was also revealed that there is no statistically significant difference between confidence in classroom assessment and the gender of teachers. It was recommended that Ghana Education Service through District Directors of Education should organize in-service training and workshops for all teachers to partake in irrespective of their gender.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>

Understanding the Functions of Jordanians' Pinned Facebook Status: Socio-Pragmatic Analysis

Purpose: This qualitative study attempted to investigate the functions of Jordanians' Facebook pinned statuses. It aims to achieve the following objectives; finding out the functions of pinned Facebook statuses used by Jordanians and types of speech acts utilized in these statuses.
 
 Methodology/design/approach: The study gathered and examined 470 statuses for this reason. The sample of the study was chosen based on the convenience sampling method from Facebook users.
 
 Results and conclusion: The findings revealed that there were six main functions for the statuses used by Jordanians. These functions are religious, sayings, personal, family, and miscellaneous respectively. Additionally, the data gathered fell under two main speech acts, which are assertive (89%) and expressive (11%).
 
 Recommendations: To conduct future studies that investigate these statuses based on various variables such as age, gender education different cultures, etc.

The role of gender in student teachers’ technology integration in teaching English speaking skills during the Covid-19 pandemic

While technology has been increasingly integrated in teaching practice, it remains unknow how gender plays a role in technology integration. This study aimed at investigating the difference between male and female student teachers in technology integration in teaching speaking skills during the sudden online teaching due to the COVID-19 pandemic. This study recruited 301 Indonesian student teachers who taught English as a foreign language and had completed online practice teaching during the pandemic. They completed two online questionnaires to measure their technology integration in teaching speaking skills. The results showed significant differences between male and female student teachers in the frequency of using technology tools but in the frequency of using technology to teach speaking skills for several purposes during this pandemic time. This study offers four implications to improve the student teachers’ technology integration in online teaching modes.

Research on the Impact of Shanghai High School Uniforms on Gender Education

At present, school uniforms are almost an indispensable part of the Chinese education system, and they have many functions as an external tool to assist schools in managing students. The original design of the school uniform is educational and domesticated. At a time when school uniform culture is prevalent, gender education has also begun to germinate in China. The physiology and psychology of high school students are still in a positive dynamic development, so the school uniform should not only protect the student's body but also be responsible for the budding gender cognition and psychology of the student. This paper uses observation, literature research, a case study and descriptive research to study the role of Shanghai high school uniforms in gender education through a case analysis of the design of school uniforms in Minhang Middle School in Shanghai. The results show that Shanghai school uniform design has both advantages and disadvantages, but there are generally major shortcomings in gender diversity, gender equality, and adolescent gender awareness. Shanghai high school uniforms should be more diverse to increase choice for sexual minorities, while weakening masculinity and femininity designs to reinforce students' awareness of gender equality.

Investigation of Chinese Preschool Teachers’ Attitudes and Beliefs toward Science Teaching

The science attitudes and beliefs of preschool teachers in Shaanxi province of China were explored. 185 preschool teachers participated in the survey. The findings revealed that the preschool teachers had the positive attitudes and beliefs toward science teaching. However, there are clearer differences between preschool teachers’ science attitudes and beliefs and practical teaching. They may escape teaching science activities in teaching when they meet difficulties in the insufficient teaching time, inadequate knowledge and auxiliary materials. In addition, the factors influencing teachers’ science attitudes and beliefs were studied. The gender and education level of preschool teachers had no significant effect on their scientific attitudes and beliefs. It is worthy note that the preschool teachers with bachelor’s degree were more willing to carry out some science activities than the preschool teachers with university (3 years). Although there is no significant difference in the attitudes and beliefs of the preschool teachers with different teaching experiences, teaching experiences had a significant difference in the challenge dimension. The preschool teachers with less than 2 years teaching experiences are more confidence in science teaching. Based on the findings, some suggestions are supplied: improving education level, building specific and clear standards, providing more related auxiliary material supports.

Determining Whether Gender of External Instructional Supervisors Influence Public Secondary School Teachers’ Performance in Ndhiwa Sub-county, Homabay County

In the recent past, external instructional supervision of teachers has been known to have an impact on the student’s performance and more especially on the KCSE performance. The purpose of this study is to investigate the influence of external instructional supervision on public secondary school teachers’ performance in the Ndhiwa sub-county. The researcher believes that the process of supervision is a collaboration among the stakeholders in Education. The researcher used simple random sampling to select 15 public secondary schools, 15 secondary school principals and 103 teachers; purposive sampling was used to automatically select instructional supervisors (one QASO and one TSC sub-county director) from the Ndhiwa sub-county. Questionnaires were used as a data collection instrument for teachers, principals, and supervisors (QASO) and an interview guide for the TSC sub-county director. The data collected was subjected to the statistical package for social sciences to generate descriptive statistics. Thematic analysis was also carried out on the qualitative data. The study established that teachers’ performance is improved if the supervisor is usually warm and friendly to teachers, always assists the teacher where they go wrong, and often tries to be fair, firm, open and transparent in their dealings with teachers. The study established that supervisors always possess the necessary problem-solving skills, skills to observe teachers, skills for designing instruments for evaluation and whether supervisors help schools promote peace among staff and students. The study established that supervisors visiting school could easily improve cooperation with teachers by giving guidance and advice; teachers regarded them as professional colleagues and not as subordinates or inferiors

Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach

The shortage of mathematics teachers necessitates deliberate efforts to retain high-quality ones in many parts of the world. This puts teacher job satisfaction in the spotlight since satisfied teachers are likely to retain their jobs. Thus, the purpose of this study is twofold. The first is to quantify the influence of teacher self-efficacy and teacher motivation on teacher job satisfaction. The second is to investigate the patterns of changes in teacher job satisfaction across gender, age, and work experience. Using both descriptive and inferential statistics, we analysed the dataset of 1304 Norwegian mathematics teachers to address two research questions. The results showed that both teacher self-efficacy and social utility motivation have a significant influence on teacher job satisfaction with an additional mediating role of teacher self-efficacy. Contrary to our expectations, personal utility motivation has a negative influence on teacher job satisfaction. We found that women had significantly higher teacher job satisfaction than men. Also, we found a high-low–high pattern of changes in teacher job satisfaction in ascending order of teachers’ age and work experience. One practical implication of these findings is exposing an appropriate time (i.e. at a low stage of job satisfaction) for interventions targeted at teacher job satisfaction to be effective. We discussed other implications of these findings concerning which constructs, gender, and age groups of teachers to prioritise for interventions that would reinforce the job satisfaction of mathematics teachers.

Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences

Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers’ life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers’ femininities are embodied in teachers’ practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.

Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences

Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers’ life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers’ femininities are embodied in teachers’ practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.

The Relationship between Principals' Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment.

Enhancing teacher retention in underdeveloped regions of Central and Western China is an important issue for high-quality education development. By investigating 1558 teachers from nine provinces and municipalities in these regions, this study uses quantitative research methods to analyze the relationship between principals' instructional leadership and teacher retention and introduces a moderated chain-mediated model. The results show that principals' instructional leadership and teacher retention are at a relatively moderate to high level in these regions. Principals' instructional leadership not only has direct effect on teacher retention, but also has indirect effects by three paths: through the separate mediating role of role stress, the separate mediating role of affective commitment, and the chain-mediating role of role stress and affective commitment. Teacher gender negatively moderates the relationship between principal's instructional leadership and teacher role stress. The sample need to be extended to developed areas to form a comparison. Underdeveloped regions of Central and Western China also need to take more action.

The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences

AbstractAs an alternative concept of teacher professional development, teacher professional learning has attracted increasing research attention. This study explored the relationship between teacher gender, principal support, teacher professional identity, and teacher professional learning among 608 teachers in central and western regions of China. The results indicated that female teachers perceived higher professional identity and professional learning than male teachers. Principal support had a significant positive influence on teacher professional learning, with teacher professional identity playing a partial mediating role. Teacher gender moderated the mediation effect of teacher professional identity on teacher professional learning, and professional identity had a higher influence on professional learning among male than female teachers. Based on the findings, the practical implication was discussed.