Relevant bibliographies by topics / Gender-Based Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gender-Based Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Gender-Based Education"

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Virtanen, Sonja, Eija Räikkönen, and Pasi Ikonen. "Gender-based motivational differences in technology education." International Journal of Technology and Design Education 25, no. 2 (2014): 197–211. http://dx.doi.org/10.1007/s10798-014-9278-8.

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Pacho, Maureen, and Kennedy Mutundu. "Gender-Based Violence and Access to Education." International Journal for Innovation Education and Research 9, no. 7 (2021): 339–50. http://dx.doi.org/10.31686/ijier.vol9.iss7.3242.

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Gender based violence (GBV) consequences on women economic empowerment within Kenya are immensely widespread. Nakuru East Sub County, in particular has reported many cases of GBV. The aim of this study was to examine effects of gender-based violence on the women access to education. This investigation was guided by Ecological theory and a descriptive survey design was adopted in this study. Using a questionnaire, focus group discussions (FGDs) and key informant interviews, the results are based on achieved response of a group of 40 women, 2 chiefs and 2 officers in charge of children protectio
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Ambati, Balamurali K. "Gender-Based Salary Disparities." Academic Medicine 89, no. 8 (2014): 1094. http://dx.doi.org/10.1097/acm.0000000000000379.

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HITKA, Miloš, Ľudmila KOZUBÍKOVÁ, and Marek POTKÁNY. "EDUCATION AND GENDER-BASED DIFFERENCES IN EMPLOYEE MOTIVATION." Journal of Business Economics and Management 19, no. 1 (2018): 80–95. http://dx.doi.org/10.3846/16111699.2017.1413009.

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The main purpose of this article is to show dependencies between education and gender based on selected motivation factors. In order to obtain relevant data, the questionnaire method was used. In the years 2013–2016, 26,416 respondents participated. Descriptive statistics was used for data processing; the relationship between two categorical variables was verified by the chi-quadrate test and Tukey’s HSD test. The results of the research proved the hypotheses; i.e. that there are significant differences in motivation factors among Slovak employees related to their gender and education. The mos
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Rollston, Rebekah, Elizabeth Wilkinson, Rasha Abouelazm, Petar Mladenov, Nour Horanieh, and Yalda Jabbarpour. "Comprehensive sexuality education to address gender-based violence." Lancet 396, no. 10245 (2020): 148–50. http://dx.doi.org/10.1016/s0140-6736(20)31477-x.

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Admiraal, Wilfried, Jantina Huizenga, Irma Heemskerk, Els Kuiper, Monique Volman, and Geert ten Dam. "Gender-inclusive game-based learning in secondary education." International Journal of Inclusive Education 18, no. 11 (2014): 1208–18. http://dx.doi.org/10.1080/13603116.2014.885592.

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Beard, John, Charles Fogliani, Chris Owens, and Audrey Wilson. "Is achievement in Australian chemistry gender based?" Research in Science Education 23, no. 1 (1993): 10–14. http://dx.doi.org/10.1007/bf02357039.

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Bateman, Tish, and Marié-Heleen Coetzee. "Dramatizing gender: Exploring gender constructs through drama-based strategies." Youth Theatre Journal 32, no. 2 (2018): 124–37. http://dx.doi.org/10.1080/08929092.2018.1529470.

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Gastic, Billie, and Dominique Johnson. "Addressing Gender-Based Violence in Single Sex Schools." Journal of Curriculum and Pedagogy 10, no. 2 (2013): 127–30. http://dx.doi.org/10.1080/15505170.2013.849633.

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James, Tammy, and Bethann Cinelli. "Exploring Gender-Based Communication Styles." Journal of School Health 73, no. 1 (2003): 41–42. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06559.x.

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Dissertations / Theses on the topic "Gender-Based Education"

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Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.

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Abstract WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA By Amy Gray Beck, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2019 Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Student
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Gillis, Myra Bryant. "Gender-based education the pilot year of single-gender classes at a public elementary school /." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-07012005-160312.

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Spahr, Nancy. "Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and Gender-Based Educational Barriers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1024.

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Despite decades of important contributions by male nurses, nursing is still viewed as a feminine profession. Moreover, male nursing students continue to experience gender bias and gender-based educational barriers within schools of nursing. This has led to failure and drop-out rates much higher than those experienced by their female counterparts. The purposes of this quantitative survey study were to (a) explore the relationship between perceived gender bias, gender-based educational barriers within nursing education, and resiliency in recent male nursing graduates; and (b) to identify those
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Arredondo, Aleka. "GENDER-BASED BODY IMAGE PERCEPTIONS AMONG COLLEGE STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/904.

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Objective: This study sought to examining the gender-based expectations of an ideal body, for self and opposite gender, among college students. Methods: The study used a qualitative approach using thematic analysis. Common words and phrases were first identified and later grouped into category, through open and axial coding respectively. Next, central theme was identified using selective coding. Results: This study examined a total of 145 student participants responses of which 94 were self-identified women and 51 were self-identified men. The results reveal that men’s ideal body perception fo
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Pavalow, Maura. "Toxic geographies : race, gender and sexuality based (micro)aggressions in higher education." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21590.

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This thesis attends to recent calls and decades of demands to de-whiten and de-colonise the discipline of Geography and higher education more broadly. This manuscript contributes unique empirical research and analysis on race, gender, sexuality and everyday life to geographies of intersectionality, visceral geographies of (micro)aggressions, and toxic geographies. Intersectionality is a Black Feminist framework that centres the entanglement of race and gender, (micro)aggressions are often unconscious and subtle insults experienced at the scale of the body by marginalized people, and toxic geog
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Montalban, Castilla José. "Addressing Inequalities in Education : Need-Based Grants, Gender Differences and School Choice." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0155.

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Cette thèse rassemble des recherches sur trois sources d’inégalités éducatives en Espagne, à différents niveaux d’éducation (préscolaire, primaire, secondaire et supérieur). Ces recherches tentent d’évaluer l’impact causal de politiques de grande ampleur sur l'efficacité et l'équité des systèmes éducatifs. Le premier chapitre porte sur les effets de l'aide financière aux étudiants défavorisés, dans le contexte de l'enseignement supérieur. Les programmes nationaux d’aide financière (bourses) aux étudiants défavorisés couvrent une grande partie des étudiants et représentent une part non négligea
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Le-Hinds, Nho. "Male nurses: Gender -based barriers in nursing school." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2484.

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This study used three research questions to analyze the barriers male nurses and male nursing students encountered in their nursing education. Further comparison was made between the results of this study and earlier studies using the same survey and recently graduated respondents versus respondents who had been out of nursing school for longer. The findings for this study indicate barriers for male nurses in their nursing program still exist. Nurses are still referred to primarily as "she," there is little to no content on men's contributions to nursing, male nursing students still have diffi
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Chan, Lai-shan, and 陳麗珊. "Gender effect on computer-based problem-solving tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29409202.

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Bolden, Adonis J. "An Examination of Teacher Bias in Special Education Referrals Based Upon Student Race and Gender." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242323105.

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Olsson, Sanna, and Elsa Joelsson. "Reducing or reproducing gender norms : An ethnographic study based on observations in Ugandan preschools." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91144.

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The purpose of this study is to contribute, with knowledge of conceptions of male and female, to Ugandan preschools and to study in what ways gender norms in the Ugandan society are reflected and developed in the daily activity in preschools. The theoretical underpinnings used in this study are social constructive and inspired by Butler, Connell and Pearse among others. Reducing or reproducing gender norms is an ethnographic study based on observations at two Ugandan preschools located in the countryside of central Uganda. In addition to the observations, a small-scale content analysis of the
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Books on the topic "Gender-Based Education"

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Sipahimalani, Vandana. Education in the rural Indian household: A gender based perspective. National Council of Applied Economic Research, 1999.

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Adams, Carol. Investigating gender in the primary school: Activity-based Inset materials for primary teachers. ILEA, 1986.

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A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Zimbabwe Women's Resource Centre & Network, 2010.

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Zimbabwe Women's Resource Centre and Network. A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Zimbabwe Women's Resource Centre & Network, 2010.

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Dhaka, UNESCO, ed. A study on gender based violence against girls in education environment. National Curriculum and Textbook Board, 2012.

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Gender in nascent module II programmes in Kenyan public universities: A descriptive survey. Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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Welch, Catherine J. Gender-based differential item performance in English usage items. American College Testing Program, 1989.

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Welch, Catherine J. Gender-based differential item performance in English usage items. American College Testing Program, 1989.

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Development for Peace Education (Organization). Development for Peace Education report of the anti gender based violence project. Development for Peace Education, 2007.

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Gillen, Noel. Gender issues in relation to computer-based courses in further and higher education. The Author), 2001.

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Book chapters on the topic "Gender-Based Education"

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Ollis, Debbie, and Suzanne Dyson. "Respectful relationships education." In Eliminating Gender-Based Violence. Routledge, 2017. http://dx.doi.org/10.4324/9781315684437-3.

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McLindon, Elizabeth, Renee Fiolet, and Kelsey Hegarty. "Is Gender-Based Violence a Neglected Area of Education and Training? An Analysis of Current Developments and Future Directions." In Understanding Gender-Based Violence. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65006-3_2.

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Kahveci, Murat. "Majors’ Gender-Based Affective States Toward Learning Physical Chemistry." In Affective Dimensions in Chemistry Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45085-7_15.

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Steiner, Christina M., Michael D. Kickmeier-Rust, and Dietrich Albert. "Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games." In Learning by Playing. Game-based Education System Design and Development. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3_20.

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Cin, Firdevs Melis. "Conclusion: A Capabilities-Based Human Development Approach to Gender Justice and Education in Turkey." In Gender Justice, Education and Equality. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-39104-5_8.

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Cheung, Christy M. k., and Matthew K. o. Lee. "Exploring the Gender Differences in Student Acceptence of an Internet-Based Learning Medium." In Technology Acceptance in Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-487-4_10.

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Brailovsky, C. A., P. Grand’Maison, F. Miller, and P. Rainsberry. "Detection of Gender Differences in High-Stakes Performance SP-Based Examinations in Family Medicine." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_38.

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Lopes-de-Oliveira, Maria Cláudia, Davi Contente Toledo, and Cláudio Márcio Araújo. "Continuity and Discontinuities in the Self-System: A Values-Based Idiographic Analysis of Gender Positionings." In Cultural Psychology of Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70506-4_10.

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Davids, Nuraan. "Reconceiving a World Around Our Bodies: Universities, Gender-Based Violence, and Social Justice." In University Education, Controversy and Democratic Citizenship. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56985-3_2.

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Quinlivan, Kathleen. "‘Getting It Right’? Producing Race and Gender in the Neoliberal School Based Sexuality Education Assemblage." In The Palgrave Handbook of Sexuality Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40033-8_19.

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Conference papers on the topic "Gender-Based Education"

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Zhang, Yu. "The Construction of Harmonious Gender Relations Based on Gender Differences." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.325.

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Permanasari, Anna, H. Firman, R. Riandi, and Ida Hamidah. "STEM Based Learning: The Profile of Students’ STEM Literacy Based on Gender Issue." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007299901300134.

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Guzmán, Cristian. "Peer Violence In School, Differences Based On Gender." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.

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Burr, Barbara, Peter Gohner, Wolfram Ressel, Wolfgang Schlicht, and Sabina Jeschke. "Spirit: University of Stuttgart's life-cycle-based gender-mainstreaming-concept." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492489.

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Rahmat, Azali, Othman Lebar, Siti Eshah Mokshin, et al. "Physical Education Teachers' Knowledge and Practice of Educational Assessment Based on Gender: A Survey." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.27.

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Tanjung, Salsabila Hasiana, and Suparno Suparno. "Analyze Ability of Early Childhood Based on Gender." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.69.

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Sukesi, Keppi, Elly Malihah, Viena Rusmiati Hasanah, et al. "Early Childhood Character Education Based on Gender Equality and Social Inclusion." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.204.

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Dalimunthe, Maharani, Anni Holila Pulungan, and Zainuddin. "Gender Differences in Teaching Learning Process Based on Inquiry Model." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.62.

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Marini, Liza, Rahma Yurliani, and Indri Kemala Nasution. "Self-compassion of street children based on Gender, age, and education." In 2nd International Conference on Social and Political Development (ICOSOP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icosop-17.2018.78.

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Anggarasari, Nandhini Hudha, Fajar Nugraha, Muhammad Taufiq, Setya Wahyuningsih, and Cucu Arumsari. "Disaster Awareness Insights in Early Children Age Education Based on Gender." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.049.

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Reports on the topic "Gender-Based Education"

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Fan, Li, and Veronica Mendizabal Joffre. The Gender Dimension of Sustainable Consumption and Production: A Microsurvey-Based Analysis of Gender Differences in Awareness, Attitudes, and Behaviors in the People’s Republic of China. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200401-2.

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Using microsurveys conducted in the People’s Republic of China over the past 2 decades, this paper explores the individual preferences among men and women toward sustainable consumption and production—the concept of doing more with less and decoupling economic growth from environmental degradation. The study finds that women exhibit greener living and working habits than men. However, women—regardless of education, rural–urban setting, or age—are impacted by time poverty, low political participation, limited awareness, gender norms, and, for younger and older women, financial limitations. To e
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Schimanski, Caroline, Cristian Chagalj, and Inder Ruprah. Gender-based Educational and Occupational Segregation in the Caribbean. Inter-American Development Bank, 2018. http://dx.doi.org/10.18235/0001232.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Yıldız, Dilek, Hilal Arslan, and Alanur Çavlin. Understanding women’s well-being in Turkey. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res2.3.

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The results of empirical studies focusing on gender differences in subjective wellbeing based on either national or comparative international data are inconclusive. In Turkey, where levels of gender inequality are high, women tend to report higher levels of life satisfaction than men. This study investigates the relationship between factors related to women’s empowerment and life satisfaction for both ever-married and never-married women using the 2018 Turkey Demographic and Health Survey (TDHS), which collected data on life satisfaction for the first time in a TDHS series. The results show th
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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and education
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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Stu
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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involvin
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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Advancing girls' education in light of COVID-19 in East Africa: A synthesis report. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1014.

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More than a billion students around the world have been affected by school closures in the past year and a half (March 2020 to August 2021) due to the COVID-19 pandemic. The persistence of the pandemic and the severity of the risks posed by the disruption of education necessitate a strong understanding of the present state of girls’ education in East Africa. This study aimed to understand the current problems posed by COVID-19 for girls’ education in Kenya, Tanzania, and Uganda; identify the gaps in understanding with regard to these problems; and illuminate solutions. The study is based on a
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COVID-19 and Female Learners in South Sudan: The impact of school closures in Juba, Rumbek, Kapoeta, Torit and Pibor. Oxfam, 2021. http://dx.doi.org/10.21201/2021.8007.

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The COVID-19 pandemic and resulting closure of South Sudan’s schools in March 2020 exacerbated many of the challenges female learners face in pursuing an education. Research conducted for this paper found that increased poverty, domestic care work, early and forced marriage, and teenage pregnancy would make it difficult for female learners to return to schools when they reopened in May 2021. The paper, written by the Institute of Social and Policy Research, sets out how greater financial and material support to female learners and their schools; more inclusive school environments for mothers a
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