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Relevant bibliographies by topics / Gender identity in education. Sexism in education

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Academic literature on the topic 'Gender identity in education. Sexism in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Gender identity in education. Sexism in education"

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Warren, Karen, Denise Mitten, Chiara D’Amore, and Erin Lotz. "The Gendered Hidden Curriculum of Adventure Education." Journal of Experiential Education 42, no. 2 (2018): 140–54. http://dx.doi.org/10.1177/1053825918813398.

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Background: Critical examination by adventure educators in North American colleges and universities reveals that students receive messages about the nature of adventure education through both the intentional and hidden curriculum. Purpose: The study was designed to discover adventure education’s hidden curriculum and its potential effect on women in adventure education. Methodology/Approach: The phenomenon of the hidden curriculum was examined using a modified Delphi method. Three rounds of questionnaires solicited knowledge from a panel of experts (21 females and 18 males), who had tenure of at least 15 years in the adventure education field, to obtain a reliable semi-consensus of opinion. Findings/Conclusions: Gender-based hidden curriculum messages were found, including the prioritizing of values and traits perceived to be predominantly male, linguistic sexism, assumptions about outdoor identity, outdoor career messages, gender insensitive facilitation and teaching, and the centering of White men in the field’s history. Implications: The proposed strategies to consciously address sexism and gender role conditioning in the adventure education’s hidden curriculum may benefit women and gender-nonconforming participants and leaders.

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Carrera-Fernández, Maria Victoria, María Lameiras-Fernández, Nazaret Blanco-Pardo, and Yolanda Rodríguez-Castro. "Preventing Violence toward Sexual and Cultural Diversity: The Role of a Queering Sex Education." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 2199. http://dx.doi.org/10.3390/ijerph18042199.

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Background: The prevailing sex education (SE) model falls within a neoliberal prevention- and risk-oriented paradigm. This model ignores the identity dimension of sexuality, is based on the cis-heteronormative and ethnocentric matrix and stigmatizes sexual and cultural diversity; this has significant consequences for sexually and culturally diverse adolescents and youth. In this study, we explored the potential of the identity dimension of SE to prevent violence toward sexual and cultural diversity. Specifically, our objective was to identify the influence of heteronormative and ethnocentric variables on violence exerted against trans* and gender-diverse people and people from minority ethnic groups. Methods: A total of 623 Spanish adolescents with a mean age of 14.73 years and an age range of 13 to 18 years participated in the study. Students completed a questionnaire that included measures regarding violence toward sexual and cultural diversity, gender stereotypes, sexist attitudes and rejection of sexual and cultural diversity. We performed two hierarchical linear regression models. Results: Students who exerted the highest amount of violence toward trans* and gender-diverse people were those who showed the lowest endorsement of expressive traits and the highest endorsement of instrumental traits as well as the highest level of hostile sexist, heteronormative and hostile racist attitudes (the five predictor variables explained 29.1% of the variance of gender-bashing). These same variables—except expressiveness—and benevolent sexism explained 46.1% of the variance of rejection of minority ethnic groups. Conclusions: There is a need for a comprehensive, intercultural, critical and queer SE aimed at transforming the classroom into a space that promotes social transformation through an educational practice that is transgressive and critical of cis-heteronormativity and normative ethnocentrism.

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Rodríguez-Castro, Yolanda, Rosana Martínez-Román, Patricia Alonso-Ruido, Alba Adá-Lameiras, and María Victoria Carrera-Fernández. "Intimate Partner Cyberstalking, Sexism, Pornography, and Sexting in Adolescents: New Challenges for Sex Education." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 2181. http://dx.doi.org/10.3390/ijerph18042181.

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Background: Within the context of the widespread use of technologies by adolescents, the objectives of this study were to identify the perpetrators of intimate partner cyberstalking (IPCS) in adolescents; to analyze the relationship between IPCS and gender, age, sexting behaviors, pornography consumption, and ambivalent sexism; and to investigate the influence of the study variables as predictors of IPCS and determine their moderating role. Methods: Participants were 993 Spanish students of Secondary Education, 535 girls and 458 boys with mean age 15.75 (SD = 1.47). Of the total sample, 70.3% (n = 696) had or had had a partner. Results: Boys perform more sexting, consume more pornographic content, and have more hostile and benevolent sexist attitudes than girls. However, girls perpetrate more IPCS than boys. The results of the hierarchical multiple regression indicate that hostile sexism is a predictor of IPCS, as well as the combined effect of Gender × Pornography and Benevolent Sexism × Sexting. Conclusions: it is essential to implement sexual affective education programs in schools in which Information and Communication Technologies (ICT) are incorporated so that boys and girls can experience their relationships, both offline and online, in an egalitarian and violence-free way.

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Shi, Xin, and Yong Zheng. "Perception and Tolerance of Sexual Harassment: An Examination of Feminist Identity, Sexism, and Gender Roles in a Sample of Chinese Working Women." Psychology of Women Quarterly 44, no. 2 (2020): 217–33. http://dx.doi.org/10.1177/0361684320903683.

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In East Asian culture, where sex is a sensitive subject, many women still have a high recognition threshold when it comes to sexual harassment, as well as a high tolerance for it. Previous research has shown that feminist identity is effective in promoting women’s physical and mental health and buffering against the negative effects of sexual harassment, thus, it is important to clarify the role that feminist identity plays in the perception of sexual harassment. In this study, we examined whether feminist identity is related to the perception and tolerance of sexual harassment and whether feminist identity mediates the relations between sexism, gender roles, and sexual harassment perception and tolerance among Chinese working women. In a survey of 507 participants, we found that active commitment to feminism was positively correlated with women’s perception of sexual harassment, while passive acceptance of traditional gender roles was positively correlated with tolerance of sexual harassment. Mediation analysis showed that active commitment to feminism mediated the relations between sexism, gender roles, and sexual harassment perception, while passive acceptance of traditional gender roles mediated the relations between sexism and femininity with sexual harassment tolerance. We assert that feminist identity has the potential to enable women to be more perceptive and less tolerant of sexual harassment behaviors, and as such, feminist ideology should be incorporated into education for Chinese women.

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Cardoso, Helma de Melo, and Alfrancio Ferreira Dias. "Trans* subjectivities in the higher education curriculum." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e12305. http://dx.doi.org/10.20952/jrks2112305.

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This article seeks to problematize the production of trans bodies, abnormal bodies that occur in the production of their genres from the narrative of trans teachers in northeastern universities. Interviews were used in order to locate, describe and problematize the discursive practices of the curriculum in this educational space, focusing on gender norms, heteronorm, and the observation of cracks in hegemonic norms. For that, inspiration was sought in queer analytics, which defends a post-identity and fragmented view in opposition to the hegemonic identity/binary thinking about sexuality and gender studies. Six trans* teachers from northeastern higher education institutions were interviewed. From the analysis, the fixed identities and the hegemonic discourses that imprison them in the binary of the sexes were problematized, taking the body itself as a political power that drives the ruptures operated in the relations of the curriculum.

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Rodríguez-Burbano, Aura Yolima, Isabel Cepeda, Ana Magdalena Vargas-Martínez, and Rocío De-Diego-Cordero. "Assessment of Ambivalent Sexism in University Students in Colombia and Spain: A Comparative Analysis." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1009. http://dx.doi.org/10.3390/ijerph18031009.

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(1) Background: Gender-based violence has no geographical, personal, or social boundaries. It constitutes a serious public health problem that affects the entire society. This research aims to identify and compare the level of ambivalent sexism in Spanish and Colombian university students and its relationship with sociodemographic factors. Ambivalent sexism, developed by Glick and Fiske (1996), is considered a new type of sexism since, for the first time, it combines negative and positive feelings that give rise to hostile and benevolent sexism, maintaining the subordination of women through punishment and rewards. (2) Methods: The methodology consisted of the application of the validated Spanish version of the Ambivalent Sexism Inventory (ASI) to a sample of 374 students in their final academic year of the Law program, of which 21.7% were students at the University of Santander (Bucaramanga, Colombia), 45.5% at the University Rey Juan Carlos (Madrid, Spain), and the remaining 32.9% at the University of Seville (Seville, Spain). (3) Results: A high level of ambivalent sexism is reported in Colombian students nowadays. In the two countries. there are similarities (e.g., the great weight of religion and the variation in attitudes towards sexism in people who identify themselves as women, compared to male or students consulted that prefer not to answer) and differences (e.g., absence in Colombia of gender-specific legislation, low number of students who have received gender education in Spain). (4) Conclusions: These findings may contribute to the construction of laws that take into account the particular problems of women and the development of educational programs on gender that are offered in a transversal and permanent way and that take into account cultural factors and equity between men and women as an essential element in the training of future judges who have the legal responsibility to protect those who report gender violence.

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Kostyk, Liubov, Vasyl Kostyk, Larysa Platash, and Olha Palahnyuk. "MAJOR ASPECTS OF STUDYING GENDER IDENTITY OF CHILDREN IN THE TEACHING AND EDUCATIONAL PROCESS." ГРААЛЬ НАУКИ, no. 4 (May 16, 2021): 419–35. http://dx.doi.org/10.36074/grail-of-science.07.05.2021.078.

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The world is constantly changing and the roles of men and women in modern society are changing accordingly. In recent years, public interest in gender issues has significantly increased. Among the remarkable achievements of the indigenous science is the study of the phenomenon of gender identification, the influence of gender stereotypes and gender polarization in preschool age. In a "gendered" society, the appropriate gender-role identification of children is carried out, which determines the specifics of primary gender socialization, becomes an internal regulator of social activity of an individual. Gender, established at birth, cannot mechanically determine the type of gender identification, that is why its formation is a complex process of choosing and mastering one of the two patterns of gender behavior. The topic of our study is relevant because of the importance of the period of gender and age identification of the adolescent, whose clear and irreversible idea of his gender is being formed, as well as understanding and acceptance of the roles of sexes, recognition of the irreversibility of gender as a major component of self-awareness and self-identification.Child's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization.Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.We believe that gender approach is the theoretical basis for effective learning, education and socialization, and a priority part of modern education.

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Colley, Ann M., Matthew T. Gale, and Teri A. Harris. "Effects of Gender Role Identity and Experience on Computer Attitude Components." Journal of Educational Computing Research 10, no. 2 (1994): 129–37. http://dx.doi.org/10.2190/8na7-daey-gm8p-eun5.

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The effects of prior experience and gender stereotyping upon the computer anxiety, confidence and liking of 144 male and female students who had just commenced their studies at university were examined. Males were found to have lower computer anxiety, higher confidence and greater liking than females. When the effects of prior experience and gender stereotyping were removed however, no significant sex difference on these measures remained. The pattern of associations between experience, gender stereotyping variables and computer attitude measures differed for males and females. Greater experience at home was associated with lower anxiety for both sexes, with higher confidence for males and with greater liking for females. The influence of other family members also differed for the two sexes. The attitudes of both males and females were more positive if they had a brother who used computers, but the influence of father's use was positive for males only, while the influence of mother's use was positive for females only. For females but not males, higher scores on the Masculinity scale of the Bern Sex Role Inventory were associated with more positive computer attitudes. The results demonstrate the importance of experience, particularly in a home context, and of gender stereotyping in determining how males and females perceive computers.

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Doebrich, Adrienne, Marion Quirici, and Christopher Lunsford. "COVID-19 and the need for disability conscious medical education, training, and practice." Journal of Pediatric Rehabilitation Medicine 13, no. 3 (2020): 393–404. http://dx.doi.org/10.3233/prm-200763.

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The COVID-19 era exposes what was already a crisis in the medical profession: structural racism, ageism, sexism, classism, and ableism resulting in healthcare disparities for Persons with Disabilities (PWD). Early research highlights these disparities, but we do not yet know the full impact of this pandemic on PWD. Over the last 20 years, many medical schools have attempted to develop disability competency trainings, but discrimination and inequities remain, resulting in a pervasive distrust of medicine by the disability community at large. In this commentary, we suggest that disability competency is insufficient because the healthcare disparities experienced by PWD are not simply a matter of individual biases, but structural and systemic factors requiring a culture shift in the healthcare professions. Recognizing that disability is a form of diversity that is experienced alongside other systemic disadvantages like social class, race, age, sex, gender identity, and geographic location, we explore the transformative potential of disability conscious medical education, training, and practice that draws on insights from intersectional disability justice activism. Disability conscious medicine is a novel approach, which improves upon competency programs by utilizing disability studies and the principles of disability justice to guide us in the critique of norms, traditions, and institutions to more fully promote the respect, beneficence, and justice that patients deserve.

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Cámara, Susana, Ana Guil Bozal, and Consuelo Flecha. "CULTURA DE GÉNERO Y PREVENCIÓN DE LA VIOLENCIA EN ENSEÑANZA SECUNDARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (2017): 151. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.728.

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Abstract.Culture of gender in education sector and its implications on sexism in educational institution is a research that the University of Seville has studied and has leaded in the last years. In this paper, we show the first step of an investigation, leaded by Ana Guil Bozal, financed by Instituto de la Mujer (Prevenir la violencia contra las mujeres, evitando el sexismo en las instituciones educativas, 2013-2015) where we study the relation between the culture of gender and different ways of discrimination based on gender matters, specially violence. From the Doing Gender Theory (West & Zimmerman, 1987) point of view applied to an educational sector, there are different aspects that we could identify and that affect institutions from a gender perspective. The Doing Gender model identifies three levels: socio-cultural, relation and personal. In this first step of the project, we analyze the relational and personal level. Also, we added in our analysis the resources level, not included in the Doing Gender Theory, and where we study the human and economic resources available to work in gender area in educational organizations. There are relations between the people involved in education, mainly as follows: students, teachers and management team; then, their own system of values, attitudes and behavior; human resources with specifically training in gender matters and the economic resources. Violence against women can be face with education which must include a gender perspective. All the aspect involved in the daily education practices have reflected on the position of women in society.Keywords: Culture of Gender, Doing Gender, Gender ViolenceResumen.La Universidad de Sevilla ha estudiado y liderado diferentes líneas de investigación sobre la relación existente entre el sexismo y algunos aspectos presentes en las instituciones educativas. En este trabajo se presentan los resultados de la primera fase de un proyecto, financiado por el Instituto de la Mujer (Prevenir la violencia contra las mujeres, evitando el sexismo en las instituciones educativas, 2013-2015) en el que -de cara a la prevención- estudiamos la relación entre la Cultura de Género y las diferentes formas de discriminación por razón del género, especialmente la violencia. Como marco teórico para nuestro estudio hemos utilizado el modelo Doing Gender (West & Zimmerman, 1987), que mantiene que el género se manifiesta en tres planos: Socio-cultural, Relacional y Personal. En una primera fase del proyecto, analizamos los niveles relacional y personal. También incluimos un plano, al que llamamos plano de recursos, no contemplado en el modelo original y en el que indagamos sobre los medios humanos y económicos disponibles para el trabajo en el área de género en las instituciones educativas. En este documento se presentan los resultados iniciales de esta primera fase que servirán de base para la construcción de un modelo que permita evaluar la cultura de género de las instituciones educativas y así fomentar la prevención de las diferentes formas de discriminación por razón del género, entre ellas la violencia.Palabras clave: Cultura de Género, Doing Gender, Violencia de Género

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Dissertations / Theses on the topic "Gender identity in education. Sexism in education"

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Malloy, Ryan Ann. "A study of the role of gender in the classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Shealey, Wanda Marie. "THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.

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Titus-Becker, Katherine C. ""Make That Gift": Exploring the stoical navigation of gender among women fundraisers in higher education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180454319.

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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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Walker, Claudia Jean. "Predicting women's persistence in math and science-related college majors." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2717.

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Saunders, Inez. "Die beleweniswereld van transgender adolessente." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80162.

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Thesis (MEdPsych)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: A literature search done by the researcher has noted that there is little information available regarding transadolescents’ experience within the South African context. In a society that only acknowledges two genders, transgenderism remains invisible. The transgender minority group tends to be more neglected, misunderstood and stigmatized than their homosexual peers. Transadolescents, who are already in a challenging phase of development, are at risk for negative outcomes such as bullying, scholastic problems, social isolation and depression. The aim of this research is therefore to explore and describe the transadolescents’ subjective experience in their own words. To facilitate this process the research was positioned in the interpretative/constructionist paradigm, in terms of which it is based on the premise that subjective experiences are created during social interaction. Bronfenbrenner’s bio-ecological model was used as theoretical framework to illustrate the reciprocal interactions between the various micro- and macrosystems. The qualitative research approach was used to explicate the essence of the participants’ lived experience. Phenomenology was selected as the most appropriate research design. Semi-structured interviews were conducted with three transadolescents and thematic analysis was used to code and organise the data and to present it in the form of a narrative report. Five themes and associated categories were identified. It was found that the transadolescent experiences identity formation as particularly challenging and that there are individual differences between self-identities and gender expressions. The process of disclosure towards parents is accompanied by considerable anxiety and there are major differences in the disclosure practices that are followed. Parents’ reactions differ and can range from acceptance to eviction. Preference is given to friends who are also seen as being ‘different’ and it can be quite a relief to share their identity with friends regardless of their reactions. Even though South Africa has a policy of inclusive education, the reality is one of discrimination, bullying and isolation. Furthermore, medical services in South Africa are inadequate and transadolescents are exposed to discrimination and unsympathetic professionals. Consequently much must still be done to promote understanding of transadolescents, so that the different contexts in which they move can be better prepared to deliver effective and supportive services.<br>AFRIKAANSE OPSOMMING: Tans is daar beperkte inligting beskikbaar omtrent die transadolessent se beleweniswêreld binne die Suid-Afrikaanse konteks. Binne ‘n samelewing wat slegs twee genders erken, speel transgenderisme agter geslote deure af. Die transgender-minderheidsgroep word meer afgeskeep, misverstaan en gestigmatiseer as hul homoseksuele eweknieë. Binne ‘n alreeds uitdagende ontwikkelingsfase, is die transadolessent besonder weerloos vir negatiewe uitkomste soos afknouery, skolastiese probleme, sosiale isolasie en depressie. Die doel van die studie is gevolglik om die transadolessent se subjektiewe belewenis in hul eie woorde te verken en te beskryf. Om hierdie proses te fasiliteer is die studie geposisioneer in die interpretatiewe/ konstruksionistiese paradigma wat voorstel dat subjektiewe ervarings tydens sosiale interaksie geskep word. Bronfenbrenner se bio-ekologiese model is as teoretiese raamwerk gebruik om hierdie wederkerige interaksie tussen die verskillende mikrostelsels en die makrostelsel te illustreer. Die kwalitatiewe navorsingsbenadering is gevolg om ‘n waarheidsgetroue beeld weer te gee van die deelnemers se subjektiewe belewenis en fenomenologie is as mees geskikte navorsingsontwerp gekies. Semi-gestruktureerde onderhoude is met drie transadolessente gevoer en die data is met behulp van die tematiese analise gekodeer, georganiseer en in ‘n narratiewe verslagvorm weergegee. Die data-analise het gelei tot die identifisering van vyf temas en gepaardgaande kategorieë. Daar is bevind dat identiteitsvorming ‘n uitdagende proses vir die transadolessent is en dat individue se self-identiteit en uitlewing van hul identiteit verskil. Die openbaarmakingsproses aan ouers gaan met geweldige angstigheid gepaard en daar is groot individuele verskille in die wyse waarop dit geskied. Ouers reageer verskillend en dit wissel van algehele aanvaarding tot uitsetting. Voorkeur word gegee aan vriende wat ook as ‘anders’ bestempel word en ongeag vriende se reaksie, is dit ‘n verligting om hul identiteit te deel. Ten spyte daarvan dat Suid-Afrika inklusiewe onderwyspraktyke voorstaan, is die realiteit een van diskriminasie, afknouery en isolasie. Voorts is die mediese dienste in Suid-Afrika ontoereikend en transadolessente word blootgestel aan diskriminasie en onsimpatieke professionele persone. Te oordeel hieraan, moet daar baie gedoen word om die transadolessente beter te verstaan sodat die verskillende kontekste waarbinne hulle beweeg, beter voorbereid is om effektiewe en ondersteunende dienste te lewer.

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Yello, Nicole. "A contact analysis of Caldecott medal and honor books from 2001-2011 examining gender issues and equity in 21st century children's picture books." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/645.

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An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society" (Fox, 1993, p. 656). This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books.<br>B.S.<br>Bachelors<br>Education and Human Performance<br>Elementary Education

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Kosmerl, Katherine M. "Teachers' perceptions of gender bias in the classroom." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kosmerlk.pdf.

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Carroll, Whitney E. "Perceptions of Subtle Sexism in the Higher Education Workplace." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/587038.

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Educational Leadership<br>Ed.D.<br>The purpose of this study was to determine how higher education administrators, faculty, and staff are able to identify subtle sexism, and indicate how they perceive it in the higher education workplace. Past research has also shown micro-aggressions lead to hostility and uncertainty in the workplace (Swim et al., 1995, 1997; Tougas et al., 1995). The design of this study does not allow for casual inference but data from the pilot study indicate that contemporary sexism in the workplace impacts men, women, and the LGBTQ community.This was a mixed methods study that included a survey and one-on-one interviews. There were a total of 232 participants and 12 one-on-one interviews. The majority of participants were heterosexual, white women. Three new measures of sexism were identified during data analysis: attitudes and behaviors of sexism (Historic Sexism Scale and Contemporary Sexism Scale) and identifying cases of subtle sexism (“man to woman” cases across the five scenarios on the Gender Neutral Sexism Scenarios). Quantitative results indicated that women identified more instances of sexism than men. Overall, participants did not strongly identify instances of subtle sexism. Additional research is needed to determine the results. Interview participants indicated that trainings and professional development regarding appropriate behavior and language in the workplace are needed in order for employees to understand and recognize subtle sexism.<br>Temple University--Theses

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Merrill, Barbara. "Gender, identity and change : mature women students in universities." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

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Books on the topic "Gender identity in education. Sexism in education"

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Martelo, Maria de Jesus Agapito. A escola e a construção da identidade das raparigas: O exemplo dos manuais escolares. 2nd ed. Comissão para a Igualdade e para os Direitos das Mulheres, Presidência do Conselho dos Ministros, 2004.

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Völkl-Maciejczyk, Anna Margareta. Nicht obwohl, sondern weil-- !: Weiblich dominierte Kindheit und Geschlechterpolarisierung. Kleine Verlag, 1994.

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Orelus, Pierre W. The agony of masculinity: Race, gender, and education in the age of "new" racism and patriarchy. Peter Lang, 2010.

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The agony of masculinity: Race, gender, and education in the age of "new" racism and patriarchy. Peter Lang, 2010.

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Orelus, Pierre W. The agony of masculinity: Race, gender, and education in the age of "new" racism and patriarchy. Peter Lang, 2010.

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Jendā to kyōiku. Iwanami Shoten, 2009.

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Reproducing gender?: Essays on educational theory and feminist politics. Routledge/Falmer, 2002.

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Gender and the professional predicament in nursing. Open University Press, 1995.

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Arnot, Madeleine. Reproducing gender?: Selected critical essays on educational theory and feminist politics. Routledge, 2002.

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Shards of glass: Children reading and writing beyond gendered identities. Allen & Unwin, 1993.

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Book chapters on the topic "Gender identity in education. Sexism in education"

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Fensham, Peter J. "Gender and Science Education." In Defining an Identity. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_12.

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Hopper, Gill. "Identity." In Palgrave Studies in Gender and Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_1.

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McDermid, Jane. "Gender, National Identity, and Education." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_16.

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McDermid, Jane. "Gender, National Identity, and Education." In Springer International Handbooks of Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_16-1.

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Megahed, Nagwa, and Stephen Lack. "Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia." In Education, Dominance and Identity. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-125-2_12.

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Gray, Lee-Anne. "Sexuality, Gender Identity, Puberty, and Health Education." In Educational Trauma. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_9.

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Correa, Deodrin. "The Construction of Gender Identity: A Semiotic Analysis." In Race, Ethnicity and Gender in Education. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_10.

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Lawson, Wenn. "Sexual Development and Gender Identity in Autism." In The SAGE Handbook of Autism and Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n41.

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Webb, Sue. "Gender, Identity and Social Change: Understanding Adults’ Learner Careers." In The Politics of Gender and Education. Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230005532_9.

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Gray, Emily M., and Anne Harris. "Introduction: Marked Presence/Unremarkable Absence: Queer Teachers, ‘Identity’ and Performativity." In Palgrave Studies in Gender and Education. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137441928_1.

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Conference papers on the topic "Gender identity in education. Sexism in education"

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Agut, Sonia, Francisco Lozano-Nomdedeu, and Rosana Peris. "THE RELATIONSHIP BETWEEN GENDER TRAITS AND AMBIVALENT SEXISM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2380.

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Lock, Robynne M., Zahra Hazari, and Geoff Potvin. "Physics career intentions: The effect of physics identity, math identity, and gender." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789702.

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Qosyasih, Nelis Nazziatus Sadiah, and Vina Adriany. "Constructing Gender Identity in Young Children." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.

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Huang, Bowen. "Gender Identity and Student Teamwork." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2021. http://dx.doi.org/10.1145/3450148.3450210.

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Agut, Sonia. "HOW ARE PERCEIVED THE CURRENT WOMEN AND MEN? A STUDY ABOUT GENDER STEREOTYPES AND SEXISM AMONG UNIVERSITY STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0150.

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Shoaib, Huma, Monica E. Cardella, Aasakiran Madamanchi, and David Umulis. "Computation, Gender, and Engineering Identity Among Biomedical Engineering Undergraduates." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028656.

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Ulfiah, Ulfiah, Rahmat Safei, and Sulasman Sulasman. "Parenting Style and Gender Role Identity Status Achievement in Late Teens." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110810551062.

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Stepashkina, Valeriya Aleksandrovna. "Gender-Role Identity Disorder As A Factor Of Women’s Unreadiness For Motherhood." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.91.

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Desyanty, Ellyn Sugeng, Pramono, Rahma Kamilia Ali Hikmah, and Titah Fatimah Zahra. "The Role of the Family in Recognizing Gender Identity in Children." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.310.

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Bronzino, Liubov, and Elena Kurmeleva. "Historical Transformation of Gender Identity Theoretical Explications in Postmodernism Context." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.256.

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Reports on the topic "Gender identity in education. Sexism in education"

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.

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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 educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.

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