Gender Education Research Articles

EVALUATION OF EMOTIONAL DISTRESS IN A COHORT OF NEWLY DIAGNOSED CANCER PATIENTS: A STUDY OF 67 INDIVIDUAS

Purpose: To evaluate distress in newly diagnosed cancer patients. Subjects and Methods: Cross-sectional prospective study of 67 newly diagnosed patients at the Department of Pain management and Palliative Care, 108 Military Central Hospital, from August to October 2023. The patient's level of distress was assessed by the Distress Thermometer - DT and the Problem List (PL) of NCCN February 2022, Vietnamese version. Results: The average distress score among newly diagnosed cancer patients was 4.42 ± 2.237, with 3% reporting no distress, 44.8% experiencing mild distress, and 52.2% reporting moderate to severe distress (≥ 4 points). Common sources of distress among the participants included physical discomfort (94.0%), with 73.1% reporting sleep problems and 71.6% experiencing fatigue. Emotional challenges were prevalent as well (91.0%), with 49.3% reporting feelings of sadness and 47.8% experiencing anxiety. Additionally, concerns regarding self-care (53.7%) and financial worries (43.3%) were notable contributors to distress, accounting for 76.1% of the participants' concerns overall. The rate of moderate and severe distress in newly diagnosed cancer patients were statistically significantly related to age (more prevalent in patients under 60), gender (higher in females) education level (more in those with secondary school education or less), income (higher in those with below-average incomes), health insurance benefits (higher in patients with less comprehensive coverage).

Peculiarities of young people's gender awareness in contemporary Kazakh society

Relevance. The relevance of the study in the field of youth gender awareness in the current conditions of Kazakhstan is conditioned by the fact that providing gender education and conducting gender policy is an important tool for the development of gender equality for any state in the world.Purpose. The objectives of the study include the investigation of the institution of gender awareness and its key components in the form of characteristics and features of functioning, analysis of the features of gender identity in the structure of self-concept among young people, and the study of modern approaches of the authors to the definition of gender identity.Methodology. The main methodological approaches used in the study include the theoretical methodological approach, the functional methodological approach, logical analysis, sociological analysis, deduction, etc.Results. The study revealed that there is currently ambiguity and unformed attitudes among young people regarding their distribution in marital roles; identified factors of self-concept development that serve as components of gender identity, and developed a model of gender identity in the structure of self-concept among young people; highlighted the main gender stereotypes that influence youth and may serve as a problem in their perception of gender identity.Conclusions. The gender policy of the Republic of Kazakhstan in relation to the formation of teacher education on defining one's gender identity was analysed; appropriate recommendations for implementation in the gender policy of the Republic of Kazakhstan were developed to increase efficiency and avoid possible problems.

Peran Keluarga sebagai Institusi Pendidikan Gender: Sebuah Kajian

In gender education, parents have a very important role in educating anddirecting their children, because if gender bias occurs in a family, this will greatlyinfluence the children's mindset in the future. Gender injustice in the family oftenmanifests in various forms, including marginalization of women, subordination(secondary) of women, stereotypes (negative labeling) against women, violence(violence) against women and longer and longer workloads (double burden). Thisstudy uses library research, by analyzing scientific publications related to gendereducation and the role of the family in education. The results of this researchshow that Islam views the family as an institution of human life that can providethe possibility of harm and happiness for family members both in this world andthe afterlife. In an Islamic perspective, children are a mandate from Allah SWTthat must be held accountable. One form of responsibility is providing educationfor the children in the family.

Reconsideration of traditional value standards: Results of a sociological study of gender stereotypes

Relevance. Modern society is witnessing a change in value standards and priorities. Patriarchal culture increasingly contradicts modern views and acquires discriminatory features.Purpose. The research aims to investigate the nature of the interaction between traditional value standards and gender stereotypes and new trends in the distribution of gender roles.Methodology. The methods of analysis and synthesis, comparison method, author�s questionnaires �Gender Stereotypes in Modern Society� and �The Role of Women and Men in the Family� and the method of generalisation were used to achieve this goal. Traditional value standards of a personality that have been formed in modern society are described in this paper.Results. The influence of gender stereotypes on the formation of the personality of men and women is revealed. Gender stereotypes are presented in the information space and how this affects the perception of the world by the individual. A study was conducted among students of Bohdan Khmelnytsky Cherkasy National University, which showed that patriarchal standards still dominate in society, but the respondents showed a high potential for changing value priorities and views. The findings were used to compare the dynamics of changes in perceptions of traditional value standards of gender culture in modern Ukrainian society and demonstrated the need to form a value-based attitude to culture and introduce gender education at all stages of personal development.Conclusions. The results of this study can be used by sociologists to conduct further research in the field of gender stereotypes, by teachers in the process of forming a personality at all stages of its development, as well as by ordinary citizens, in particular young people, to expand their understanding of gender stereotypes and their impact on the individual.

Educating for equality from a decolonial perspective: a participatory action experience with early childhood education students in Lamu, Kenya

The elimination of violence against women is one of the Sustainable Development Goals. Strategies to combat violence against women focus not only on its punitive correction, but also on promoting preventive measures. For this reason, the United Nations Sustainable Development Goals recognise the need to include gender education at all levels of education. Similarly, this study, supported by other recent research, considers the inclusion of a gender approach in education as a strategy to prevent violence against women to be essential. In this study, we examined the level of gender equality knowledge in the final year of early childhood education in a school integrated into a non-governmental organisation on the island of Lamu, Kenya. The study was carried out using a participatory action methodology through the design and implementation of a course on «Human Rights and Gender Equality» in the 2019 academic year through twenty formative and participatory workshops. The decision to carry out this intervention stems from having become aware of a sexual aggression by several pupils of the entity’s nursery school against a five-year-old girl. Among the results, we observed the existing differences between the conception of equality in childhood, where there is an egalitarian community upbringing, and adulthood, where gender stereotypes are very evident. We also perceived how violence was intrinsic to children’s lives in public and private spaces, which could influence the possibility of justifying violence towards women as a form of correction from a very early age. In the conclusions, the possibility of working on gender equality issues to give children a space of trust where they can be listened to and respected is positively valued.

The Dilemma and Countermeasures of Contemporary Chinese Youth's Gender Education under the Influence of the Internet

The development of the Internet has greatly facilitated people's lives and helped students acquire knowledge, but at the same time, it has also placed obstacles in the way of students' gender education. This paper analyzes the dilemma and obstacles of students' gender education in the context of the information age. This paper argues that students' gender education is very important, but due to the age characteristics of students and parents' shy attitude towards gender education, students are easily misled by online information, and have bad consequences. For this reason, schools and parents should pay attention to gender education. Through the joint transformation of society, schools, and parents, gender education should be carried out for students as soon as possible so that students can construct correct gender cognition. At the same time, an open and normal attitude towards sex education should be recommended so that students can receive correct information and relevant education from schools and parents.

The Research on the Characteristics and Influence of Stereotypes in Movies ---Taking the Movie "Zootopia" as an Example

Stereotypes exist in public life, and by analyzing the ways in which stereotypes are presented in movies and measures to reduce them in real life can have a sustained positive impact. This article takes the movie "Zootopia" as the research object, and uses literature research and case study methods to analyze the ways in which stereotypes are presented in movies, as well as the negative effects and related countermeasures against stereotypes. Through research results, it was found that the types of stereotypes in the movie "Zootopia" include gender stereotypes, occupational stereotypes, and racial Stereotypes. The negative effects of stereotypes include hindering the ideological development of young people, influence the direction of social public opinion and causes professional bias and makes it easy to generalize. The public can mitigate negative impacts through two channels: one is through movies such as using public figures and set contrasting personality, and the other is through real life such as using the Internet for Publicity and promote gender education.

The Essentiality of Implementing Curriculum and Activities for Gender Education in Present Education System

Gender Education is very essential and sensitive subject for discussion and analyses in present age of society. Everyone knows about benefits of gender education in society but hesitated for accept it. All educators in India are widely explained to society for implementing the gender education in school and college level as earlier. But some groups of society oppose to it and spread to rumors about its negative effect on society. In present time, society is in hesitation, as well as fear and oppression. Talking about gender education, discussing it, is not considered decent in our society. Because, gender education is a narrow interpretation of sexual relations between men and women. The reason behind this is that ignorance and misunderstanding of this education being neglected. Gender education is not just limited to physical and sexual information about men and women, but its scope is wide. Gender education includes many physical and mental changes, how different body functions, how reproduction works, communication with each other, relationships, decision making, sense of self, and respect for others. Sexuality is the femininity of a woman and the sexuality of a man’s body, mind, thoughts, opinions, emotions and so on. With the birth of a child, the question is, son or daughter. Accordingly, the child is raised, behaved. He expects family and society to do the same. Gender has consequences for speaking, behaving, dressing, etc. According to the traditions of the society, they expect the same and they have to deal with it.

Modern high school handbook: analysis of sexism and gender stereotype

The article is focusing on one of the most important problems of gender studies — the creation of modern methodological and curricular support for the educational process in higher education. The author analyses the experience of teaching the elective course ‘Gender Studies’ for Bachelor’s students majoring in Primary Education at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University. This course is practice-based and aims to prepare pre-service teachers to address gender issues in the educational process. Teaching this course raised questions about the content of higher education textbooks and their analysis concerning sexism and gender stereotypes. The author recognizes that textbooks on gender issues are currently linked to certain courses: gender psychology, gender sociology, gender pedagogy, gender journalism, etc. However, according to the author, a modern textbook should be comprehensive and based on the latest scientific research, deep interdisciplinary connections, and contemporary practice. The article defines the main characteristics of a modern textbook in general and gender studies, in particular: it should be comprehensive in terms of analysis when it comes to sexism and gender stereotypes, regardless of the specialty; the content of any textbook should be based on scholarly research in the field of gender studies; the textbook should show deep interdisciplinary connections; the formation of critical thinking of students is the main goal of any modern textbook, regardless of the specialty it is written for; without the use of interactive teaching methods, it is impossible to create a modern textbook. The article also discusses approaches and methods for analyzing textbooks for sexism and gender stereotypes. The author pays special attention to hidden discrimination in the curricula on gender equality of students and schoolchildren

An Exploratory Study of School Staff’s Motivation and Involvement in Relation to the Dubai Fitness Challenge

Purpose: Drawing from self-determination theory, this exploratory mixed-methods study investigated the motivation and involvement of school staff regarding Dubai 30 × 30, an annual event for all Dubai residents, including schools, where the aim is to be physically active for 30 min each day for 1 month. Method: A convenience sample of 18 physical education teachers, 20 classroom teachers, and two principals from three private international schools participated in surveys, focus groups, and interviews following the 2022 Dubai 30 × 30. Results: Both autonomous and controlled motives underlied staff’s involvement in Dubai 30 × 30, and motivation and involvement were significantly related. Themes highlighted physical education teachers’ leadership as well as synergies across staff, parents, and community partners that embodied the ethos of whole-of-school physical activity approaches. Secondary analyses found school size, school level, and teacher gender were significant factors in staff motivation and/or involvement. Discussion/Conclusion: This study provides initial evidence related to school-based implementation of Dubai 30 × 30 and adds to the international literature on whole-of-school physical activity.

Communicating the Implementation of Gender and Development (GAD): A Classroom Setting Experience in Higher Education Institutions (HEIS)

Schools most particularly the higher education institutions are influential agents of socialization. They play vital roles in how individuals make meaning of the world around others, significantly affecting how people perceive themselves and others, as well as differences across race, languages, disabilities, and gender. Because of this, schools have the responsibility to model, teach, and create conditions in which each child’s gender diversity is accepted and nourished. Thus, HEIs play a vital role in this context and increasingly realize their responsibility in the context of gender education. Gender equity remains a pressing issue around the world. Despite progress made in recent decades, women still face significant challenges in achieving equal opportunities and outcomes compared to men. Gender equity in education means that males and females have equal opportunities in terms of economic, social, cultural, and political developments. Gender education has been greatly considered as prime foundation for social, economic and national development (Philippines Millennium Development Goals (MDG), 2015). For instance, the global gender pay gap persists, with women on average earning less than men for the same work. Women are also underrepresented in leadership positions across various sectors. These inequalities can have far-reaching consequences, impacting everything from economic development to individual well-being. Understanding the root causes of gender inequity and exploring potential solutions is crucial to creating a more just and equitable society.

Gender perspectives in the Italian Muslim family: Education, taboos, conflicts, and intergenerational transformations

This article presents research on the dialogue between second-generation Muslim parents and children in the Italian context regarding gender identity, sexual identity, and gender education. Through the testimonies of young people (18-30 years of age), the nature of intergenerational dialogue and parental position toward the relational transformations that their children are experiencing is analysed within the Italian cultural context. For this purpose, 28 semi-structured interviews were conducted in 2021 with boys and girls aged 18–30 years and belonging to Italian Islamic associations. Moreover, 24 young people were divided into 4 focus groups to conduct an in-depth exploration of gender perspectives on these topics; these young people are active members of the Giovani Musulmani d’Italia (Association of Young Italian Muslims). A strongly taboo dialogue emerges from the data; however, this does not hinder young people’s search for greater openness to different forms of relationality and sexuality, both in their current lives and their future families.

GENDER EDUCATION OF PRESCHOOL CHILDREN AS A PEDAGOGICAL PROBLEM

The article reveals the relevance of the problem of gender education and the development of this problem in modern Ukrainian research; gender education of older preschool children is considered as a problem of modern pedagogy. It is noted that the problem of gender education of children of older preschool age in the conditions of a preschool education institution is closely related to other types of education: national, moral, family, legal, labor, intellectual, and others; an analysis of the problem of gender education in pedagogical theory was carried out. It is shown that the preschool age is a decisive period of sex-role development, because it is in this period that the formation of gender identity is laid, which in turn connects the consciousness with the child's behavior and shapes his entire subsequent adult life. Attention is focused on the fact that in the process of gender education of older preschool children in the conditions of preschool education institutions, factors that can negatively affect the formation of gender-role identity of preschool children are singled out. A scientific analysis of the pedagogical aspects of the study of gender education of older preschool children is presented. It is noted that the complexity and multifacetedness of the problem of gender education, the high quality of gender education of older preschool children can be ensured by the joint efforts of management and methodical services, scientific institutions, practitioners and parents. It is emphasized that the prospects for further research of the problem are related to overcoming the low level of awareness of gender issues among older preschool children and leveling gender approaches to the program of training educators to work in educational institutions.

Стратегии и результаты гендерного образованияв Республике Казахстан

The article explores the issues of gender equality, which play a key role in the formation of a gender-equal society. The authors discuss the current challenges and opportunities for gender education in Kazakhstan, emphasizing the significance of gender equality as the foundation of the educational strategy and the need for further deepening and expansion of gender-oriented programs at all levels of the educational system. The article also focuses on international documents ratified by Kazakhstan, highlighting the country's commitment to international human rights and equality standards. It includes examples of national and international initiatives, such as UNESCO and UNDP programs aimed at advancing gender equality through education. The authors examine international practices and methodologies used to combat gender stereotypes and biases and consider the possibilities for adapting these practices within the Kazakhstani context. The goal of this research is to analyze international experience in the field of gender education and to study the issue of implementing gender approaches in the school and professional training system of the Republic of Kazakhstan. The authors believe that strategic planning and support at the level of state policy can significantly enhance the effect of implementing gender initiatives, contributing to the creation of a more just and equal society.

GENDER EDUCATION OF PRESCHOOL CHILDREN: THEORETICAL AND PRACTICAL ASPECTS

The article analyzes regulatory documents and theoretical and methodological research by Ukrainian scientists on the problem of gender education and gender upbringing of preschool children. The author revealed the topic of gender and the gender approach, which is a leading focus in the national system of preschool education. The article demonstrates that gender issues are interdisciplinary, forming the subject of scientific investigations in sociology, cultural studies, history, philology, psychology, and pedagogy. It is noted that gender is a complex concept used in several meanings (gender as social-role and cultural interpretation of personal traits and behavior patterns of men and women; acquisition of sociality by individuals; policy of equal rights and opportunities for men and women, etc.). Based on the analysis of scientific research, it is emphasized that the gender approach in preschool education is an individual approach to the manifestation of a preschool child’s identity. It is proven that this approach creates personal conditions for freedom of choice, provides opportunities for self-realization, helps to be sufficiently flexible, and gives the ability to use various behavioral opportunities in the socio-cultural environment. The article proposes and characterizes the rules for organizing and structuring the content of ethical discussions with preschool children regarding the understanding of gender education (information should be age-appropriate and meet children’s needs; the teacher should reflect their own attitude towards the topic of discussion; questions arising during the discussion should be answered, etc.). The article provides advice and recommendations for educators of preschool institutions and parents to effectively organize gender education in preschool institutions and families (establishing close cooperation in the context of pedagogical interaction between educator and psychologist, educator and family; thorough study of individual characteristics of preschool children, etc.).

Digital competence in research work: predictors that have an impact on it according to the type of university and gender of the Higher Education teacher

La integración digital en las labores de investigación va a permitir ir actualizando y acrecentando el conocimiento gracias al acceso a la información digital de una manera mucho más rápido y accesible que años atrás. Siendo este estudio parte de una tesis doctoral, el principal propósito fue conocer el nivel de competencia digital del profesorado en labores de investigación. Los objetivos específicos fueron: 1) comparar el nivel de competencia en función del tipo de universidad (pública y privada) y según el género (masculino y femenino); 2) identificar predictores para cada tipo de profesorado y género. Para ello, fue utilizado un diseño ex post facto y una muestra 1740 profesores de Educación Superior procedentes de todo el territorio español. Los resultados mostraron que el nivel en competencia era satisfactorio, siendo ligeramente superior y significativo en el profesorado masculino y adscrito a universidades públicas. Para el profesorado que trabaja en universidades públicas fue identificado el nivel de creatividad como predictor significativo, en ambos generos; mientras que, para el profesorado femenino adscrito a universidades privadas, fue encontrado predictores como la creatividad, actitud frente a nuevos cambios, el porcentaje de tiempo dedicado a la investigación o la experiencia docente. Estos hallazgos ponen de manifiesto la necesidad por parte de las instituciones de Educación Superior, principalmente de aquellas que son privadas, de planes de formación para mejorar las competencias digitales, atendiendo a todos aquellos predictores que interfieren en dicha competencia investigadora.

The Problems and Countermeasures of China’s College Entrance Examination System: An Overview Study

This study explores three major problems within China’s college entrance examination system: Regional differences, family background diversification, and gender inequality. In terms of regional differences, the inequality between different regions leads to the inequality of college entrance examination opportunities, and the study suggests that the government should allocate resources, set up incentive mechanisms, and provide online education resources to solve this problem. Differences in family background have an important impact on students’ performance and preparation for college entrance examinations, so it is recommended that educational subsidies be provided, social support systems built, and free family education carried out. The issue of gender inequality requires more in-depth research and improvement, including the implementation of gender equality policies, gender education campaigns, and the establishment of gender gap monitoring systems. The study also suggests ways to reduce academic pressure and improve innovation, including diversifying curricula, promoting diverse ideas, strengthening communication between schools and families, introducing comprehensive quality tests, and expanding vocational education. These solutions are aimed at improving China’s Gaokao system to make it fairer and more comprehensive, providing students with better educational opportunities and possibilities for future development. The theoretical significance of the study is to enrich the theoretical system of the college entrance examination system reform and provide valuable references for policy formulation, to make the system more in line with China’s educational needs and social development requirements. Considering the resourcefulness of this topic and the limitations of fieldwork, this paper chose the literature research method as the research method.

초중고 교사들의 정신건강에 대한 연구

This study was conducted to examine factors related to the current mental health level andjob stress of elementary, middle, and high school teachers, using the Brief Mental DiagnosisScale and the Job Stress Scale to examine the teacher's gender, school type (private and public),and years of service. We wanted to look at the impact of this. For this purpose, a survey wasconducted from March 10 to September 21, 2020, targeting 562 elementary, middle, and highschool teachers nationwide, based on gender, school type (private vs. public, elementary,middle, and high school, and years of service). The purpose was to examine the impact onmental health and job stress. For this purpose, as a result of t-testing the gender meandifference, it was found that the mental health scale was higher for female teachers and the jobstress scale was higher for male teachers. In addition, as a result of the F-test and Scheffe posthoc test to determine differences between groups, mental health according to years of workshowed significant results in interpersonal sensitivity in those under 10 years and over 20 years,and in depression, in those under 10 years and over 20 years. Significant results were found inless than a year. Additionally, job stress was found to be higher in private than in public. Inaddition, middle school teachers were found to be more stressed by loss of authority thanelementary school teachers, and high school teachers were found to be under more timepressure than elementary school teachers.

The impact of teacher gender on students’ class rank

ABSTRACT Using the random assignment of students to subject teachers in South Korean middle schools, this study investigates the causal impact of teacher – student gender matches on students’ academic rankings within their classes. The findings show that having female teachers improves female students’ rank relative to that of male students. This effect is likely to be driven by changes in teacher behaviours.

Does paid parental leave affect children's schooling outcomes? Replicating Danzer and Lavy (2018)

SummaryDanzer and Lavy (2018) study how the duration of paid parental leave affects children's educational performance using data from PISA. An extension of the maximum duration from 12 to 24 months in Austria had no statistically significant effect on average, but the authors highlight the existence of large and statistically significant heterogenous effects that vary in sign depending on the education of mothers and children's gender. The policy increased the scores obtained by sons of highly educated mothers by 33% of a standard deviation (SD) in Reading and 40% SD in Science. On the contrary, sons of low educated mothers experienced a decrease of 27% SD in Reading and 23% SD in Science. In this article, I replicate their study following the recommended estimation procedure taking into account both the survey's stratified two‐stage sample design and the fact that PISA relies on imputation to derive student scores. I show that the estimates of the effects of the parental leave extension become substantially smaller in magnitude and non‐significant.