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Journal articles 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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1

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

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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 v

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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%

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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 fem

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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 g

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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 p

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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 ind

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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 experie

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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 compet

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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 &am

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Silva, Marta Regina Paulo da. "Gender relations, comic books and children's cultures: Between stereotypes and reinventions." Policy Futures in Education 16, no. 5 (2017): 524–38. http://dx.doi.org/10.1177/1478210317724642.

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The article discusses the production of children's cultures based on the experiences of 3–5-year-old children with the language of comic books, focusing on gender relations. It is part of a doctoral research project conducted at FE / UNICAMP and investigates a case study in a municipal pre-school in the Greater ABC region in São Paulo, Brazil. It assumes that comic books viewed as media production interfere with children's ways of life, often reinforcing stereotypes found in sex differences. Combining philosophy, sociology and childhood education, it discusses how small children interact with

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Gillett-Swan, Jenna, and Lisa van Leent. "Exploring the Intersections of the Convention on the Rights of the Child General Principles and Diverse Sexes, Genders and Sexualities in Education." Social Sciences 8, no. 9 (2019): 260. http://dx.doi.org/10.3390/socsci8090260.

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Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of; best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of diverse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations about sexual orientation and gender identity and expression. Gender and sexuality are relevant in young people’s daily lives as the Western world is in

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Armitage, Luke. "Explaining backlash to trans and non-binary genders in the context of UK Gender Recognition Act reform." Positive non-binary and / or genderqueer sexual ethics and politics, Special Issue 2020 (September 2, 2020): 11–35. http://dx.doi.org/10.3224/insep.si2020.02.

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This paper analyses responses to the 2018 Gender Recognition Act reform consultation in the UK, exploring reasons behind the widespread anti-trans sentiment in this context. It compares the conservative Christian roots of traditional opposition to LGBT+ rights, which is still the major source of anti-trans politics in the US, with the rise in prominence of a specific feminist opposition to trans rights in the last few years in the UK. It then explores why the beliefs of relatively small groups have had such a compelling influence on a wider audience in the general population. It argues that th

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Belmonte-Arocha, Jorge, and Silvia Guillamón-Carrasco. "Co-educating the gaze against gender stereotypes in TV." Comunicar 16, no. 31 (2008): 115–20. http://dx.doi.org/10.3916/c31-2008-01-014.

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TV serials analyzed in this paper show a representation of stereotyped gender. These cultural products, despite its apparent modernity, reproduce inequalities in the representation of the feminine and masculine through gender stereotypes which are sexist models for the construction of gender identity among its young viewers. Besides, a gender and co-education approach for an audiovisual alphabetization should be a good way against inequality. Se analizan en este trabajo un conjunto de series de televisión que plantean una representación estereotípica de los géneros. Pese a su aparente modernid

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Levitska, Liudmila. "FORMING GENDER CULTURE OF STUDENT YOUNG PEOPLE IN UKRAINE'S HIGHER EDUCATION STAFF." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 42–45. http://dx.doi.org/10.17721/2415-3699.2018.8.11.

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The aspects of formation of gender culture of students in the process of studying psychological and pedagogical disciplines are revealed. Gender education and upbringing were studied as a psychological and pedagogical problem. Generalized existing approaches to the interpretation of the key concept of the study, which gave grounds for interpreting its own definition of the phenomenon of "gender culture". The essence and peculiarities of the gender culture of modern student youth have been established. The pedagogical conditions for the formation of the gender culture of student youth in the pr

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Kiz, Olha. "Psychological and pedagogical and social dimensions of gender deprivation in education." HUMANITARIUM 43, no. 1 (2019): 51–66. http://dx.doi.org/10.31470/2308-5126-2019-43-1-51-66.

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The factors of the educational environment that have a depriving effect on participants in the educational process of both sexes in the form of unequal treatment, harassment, restrictions, exclusions or preferences, hidden or overt discrimination, any manifestations of gender-based violence have been analyzed in the article. At the macrosocial level the subject of analysis of gender deprivation in education is gender perceptions as a reflection of the state gender policy in general and the educational level in particular has been revealed. At the level of intergroup interaction there are gende

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Pérez-Enseñat, Aida, and Irene Moya-Mata. "Diversidad en la identidad y expresión de género en Educación Física: Una revisión de la literatura (Diversity in gender identity and expression in Physical Education. A review of the literature)." Retos, no. 38 (January 23, 2020): 818–23. http://dx.doi.org/10.47197/retos.v38i38.54076.

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La escuela constituye un espacio reproductor de la cultura heteronormativa y de los patrones, roles y normas de género; especialmente desde el área de Educación Física en la que el género suele ser un tema tenido en cuenta diariamente. No todas las personas se identifican con uno de los dos sexos establecidos socialmente: masculino o femenino, pudiéndose identificar con ambos o con ninguno de ellos. El presente artículo tiene por objeto realizar una revisión de la literatura con el objetivo de explorar el momento en el que se encuentra la temática de diversidad en la identidad y la expresión d

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Brennan-Ing, Mark, and Charles Emlet. "The Impact of Intersectional Identities on Older People With HIV." Innovation in Aging 4, Supplement_1 (2020): 723. http://dx.doi.org/10.1093/geroni/igaa057.2560.

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Abstract Kimberlé Crenshaw introduced the term “intersectionality” in the late 1980s to highlight the experience discrimination and marginalization of Black and African-American women originating from the confluence of their racial/ethnic and gender identities. Since that time the focus on intersectionality has broadened to consider other communities and individuals who may have multiple stigmatized and discredited identities, including older people with HIV (PWH). For example, Porter and Brennan-Ing described the “Five Corners” model as the intersection of ageism, racism, classism, sexism, an

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Welch, Natalie M., Jessica L. Siegele, and Robin Hardin. "Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors." Women in Sport and Physical Activity Journal 29, no. 1 (2021): 20–28. http://dx.doi.org/10.1123/wspaj.2020-0013.

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Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were contin

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Berikova, Marina, and Garold Latinov. "Modern gender policy in Russia and China." Population 24, no. 3 (2021): 151–61. http://dx.doi.org/10.19181/population.2021.24.3.12.

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The problems of building and realizing the self-identity of men and women through the practice of gender awareness education are relevant to all countries and cultures to varying degrees. The article attempts to conduct a comparative analysis of gender policy in Russia and China at the present stage in two aspects: education in the field of equality of rights and opportunities of men and women; correction of gender stereotypes and biases. The specificity of the approach to solving gender problems correlates with the national-cultural, political, religious, and ethical characteristics of the Ru

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Gianola, Mariano, and Giuseppe Masullo. "Education Towards Differences: Preventing Gender and Sex Discriminations in Subjects in the Age of Development." European Journal of Multidisciplinary Studies 6, no. 2 (2017): 222. http://dx.doi.org/10.26417/ejms.v6i2.p222-234.

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The present contribution addresses the issue of preventing and combating gender and sex discrimination in subjects in the age of development and, specifically, children. In our society, characterized by an ideological sexist, genderist and heterocentric matrix, identities that cannot placed within the socially constructed and accepted stereotypes of normality are – often – victims of abuses and they are denied equal treatment. In order to raise awareness of the need to respect personal and social differences, more and more initiatives are being created aimed at promoting a non-discriminatory a

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Stoll, Laurie Cooper. "Fat Is a Social Justice Issue, Too." Humanity & Society 43, no. 4 (2019): 421–41. http://dx.doi.org/10.1177/0160597619832051.

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Empirical evidence continues to show that like other historically marginalized groups, fat people experience discrimination in employment, education, the media, politics, interpersonal relationships, and especially health care. Yet, despite the fact that fatphobia in the United States has always been intimately connected to other systems of oppression like sexism, racism, and classism, those of us who identify as critical sociologists so often exclude it from our analyses. We fail to acknowledge that fat is a social justice issue, too. In this article, I argue that fatphobia is a system of opp

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Yermolenko, Svitlana, and Tetiana Siroshtan. "Gender Issue in the Ukrainian Language Teaching Techniques." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (2020): 81–92. http://dx.doi.org/10.15330/jpnu.7.1.81-92.

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The article deals with the present day problem of gender education of schoolchildren and students. It was found out, that in Ukraine the gender issue is only in the initial stage of study, although its interdisciplinary horizons are limitless. Relevance of the article is in the fact that the authors suggest studying the gender issue at the methodic level, namely through teaching syntax at the higher educational institutions. In order to achieve this aim the article provides brief characteristics of the gender issue in different aspects; the article is based upon the contemporary studies of the

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Sigall, Brenda Alpert, and Mary Strouse Pabst. "Gender literacy: enhancing female self-concept and contributing to the prevention of body dissatisfaction and eating disorders." Social Science Information 44, no. 1 (2005): 85–111. http://dx.doi.org/10.1177/0539018405050462.

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English This article examines the effect of gender inequity in education and gender identity development on self-concept, body dissatisfaction and eating disorders in females and considers the potential impact of the limited access to information about women's lives, history and contributions, and the concomitant focus on culturally defined attractiveness as a basis for self-worth for females. The authors propose a Corrective Education Model to facilitate the achievement of 'gender literacy': an awareness and understanding of those gender-related issues that affect the context and possibilitie

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Bess, J., and Sally Stabb. "The Experiences of Transgendered Persons in Psychotherapy: Voices and Recommendations." Journal of Mental Health Counseling 31, no. 3 (2009): 264–82. http://dx.doi.org/10.17744/mehc.31.3.f62415468l133w50.

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This study explored the therapeutic alliance and satisfaction between transgender clients and their therapists. The design was qualitative and heuristically based. Seven transgendered participants who had lived full-time as their non-natal gender for at least three months and who had spent at least the majority of a course of therapy discussing their current gender identity were recruited. Interviews were semistructured, and each was transcribed verbatim. Three levels of coding were used for analysis: seven individual depictions in narrative form, a single composite depiction bringing together

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Endendijk, Joyce J., Naomi C. Z. Andrews, Dawn E. England, and Carol L. Martin. "Gender-identity typologies are related to gender-typing, friendships, and social-emotional adjustment in Dutch emerging adults." International Journal of Behavioral Development 43, no. 4 (2019): 322–33. http://dx.doi.org/10.1177/0165025418820686.

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The current study examined emerging adults’ gender identity and its link with several gender-related and social outcomes, by using a novel dual-identity approach that was originally developed in children. Dutch emerging adults between 18 and 25 years old ( N = 318, Mage = 21.73, SD = 2.02; 51% female) indicated their similarity to the own-gender group and the other-gender group to assess gender identity. They completed questionnaires assessing gender-typed behavior (internalized sexualization, toughness, emotional stoicism) and attitudes (i.e., sexism); friendship efficacy and ability; and soc

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Liu, Liangfei. "Gender Discrimination Underlying in Higher Education in Universities." International Research in Higher Education 6, no. 1 (2021): 30. http://dx.doi.org/10.5430/irhe.v6n1p30.

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Since ancient times, sexism has existed in all aspects of people's lives. Women have always been at the bottom of society. Even upper-class women also have to abide by the principle of " obeying father at home, obeying husband after getting married, and obeying son after the husband died" as the social ethics. After the founding of new China, the idea that "women hold up half the sky" gradually spread. On the whole, the social status of Chinese women has been greatly improved. But sexism is still rife. Especially in colleges and universities, the underlying sexism on campus, in its "normal" fo

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Nguyen, Van, Ngoc Nguyen, Thu Khuat, et al. "Righting the Misperceptions of Men Having Sex with Men: A Pre-Requisite for Protecting and Understanding Gender Incongruence in Vietnam." Journal of Clinical Medicine 8, no. 1 (2019): 105. http://dx.doi.org/10.3390/jcm8010105.

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Protecting the rights of the lesbians, gays, bisexuals, transgender, intersex, and queers (LGBTIQ) population requires, first and foremost, a proper understanding of their sexual orientation and gender identity. This study highlights a severe misunderstanding and lack of knowledge among health professionals in Vietnam with regard to the men who have sex with men (MSM) and transgenders. This study uses (i) a survey based on the convenience sampling method among 150 health workers that covered 61 questions and (ii) 12 in-depth interviews in two metropolitan centres in Vietnam, Hanoi and Ho Chi M

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Rosenthal, Lisa, Sheri R. Levy, and Maria Militano. "Polyculturalism and Sexist Attitudes." Psychology of Women Quarterly 38, no. 4 (2014): 519–34. http://dx.doi.org/10.1177/0361684313510152.

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In cultural contexts in which sexist beliefs are considered traditional, shifts toward gender equality represent an example of cultural change. Polyculturalism is defined as the belief that cultures change constantly through different racial and ethnic groups’ interactions, influences, and exchanges with each other and, therefore, are dynamic and socially constructed rather than static. Thus, polyculturalism may involve openness to cultural change and, thereby, would be expected to be associated with lower sexist attitudes. Four studies (both cross-sectional and longitudinal) with undergraduat

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Öhrn, Elisabet. "Challenging Sexism? Gender and Ethnicity in the Secondary School." Scandinavian Journal of Educational Research 53, no. 6 (2009): 579–90. http://dx.doi.org/10.1080/00313830903302091.

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Davies, Bronwyn. "Education for sexism: A theoretical analysis of the sex/gender bias in education." Educational Philosophy and Theory 21, no. 1 (1989): 1–19. http://dx.doi.org/10.1111/j.1469-5812.1989.tb00115.x.

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Weis, Alexandra S., Liz Redford, Alyssa N. Zucker, and Kate A. Ratliff. "Feminist Identity, Attitudes Toward Feminist Prototypes, and Willingness to Intervene in Everyday Sexist Events." Psychology of Women Quarterly 42, no. 3 (2018): 279–90. http://dx.doi.org/10.1177/0361684318764694.

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Many women eschew the feminist label despite believing in gender equality. In order to effectively promote feminist change, it is important to understand the factors involved in feminist attitudes, identification, and behavior. In the present research, we helped clarify the relations among these factors. In a survey of 428 U.S. women, we found that participants with stronger attitudes toward gender equality and more favorable explicit and implicit attitudes toward feminist prototypes were more likely to claim a feminist label. And those who did so reported greater willingness to intervene when

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García Fernández, Jerónimo, Francisco Pires Vega, and Jesús Fernández Gavira. "Preferencias profesionales de los estudiantes de licenciatura en Ciencias de la Actividad Física y del Deporte de la Universidad de Sevilla (Professional preferences of students in physical education and sport sciences)." Retos, no. 23 (March 7, 2015): 39–42. http://dx.doi.org/10.47197/retos.v0i23.34565.

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La actual situación deportiva repercute en florecientes nichos de mercado, haciendo que la demanda laboral se incline por nuevas ofertas de trabajo. Como consecuencia, los licenciados en Ciencias de la Actividad Física y del Deporte (CCAFD) comienzan a abrirse camino en otros ámbitos diferentes a los tradicionales por lo que este estudio tiene el objetivo de conocer cuáles son las preferencias profesionales de estudiantes de segundo ciclo de licenciatura de CCAFD de la Universidad de Sevilla según género y edad, y establecer si existen diferencias significativas. Para ello se realizó un anális

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Keener, Emily, Clare Mehta, and JoNell Strough. "Should educators and parents encourage other-gender interactions? Gender segregation and sexism." Gender and Education 25, no. 7 (2013): 818–33. http://dx.doi.org/10.1080/09540253.2013.845648.

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Taylor, Elizabeth A., Alicia Johnson, Robin Hardin, and Lars Dzikus. "Kinesiology Students’ Perceptions of Ambivalent Sexism." NASPA Journal About Women in Higher Education 11, no. 3 (2018): 233–46. http://dx.doi.org/10.1080/19407882.2017.1423080.

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North, Connie E. "ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference." Equity & Excellence in Education 43, no. 3 (2010): 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.

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Andrés, Óscar del Castillo, Santiago Romero Granados, Teresa González Ramírez, and María del Carmen Campos Mesa. "Gender equity in physical education: The use of language." Motriz: Revista de Educação Física 20, no. 3 (2014): 239–48. http://dx.doi.org/10.1590/s1980-65742014000300001.

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This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Krus

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THOMPSON, JANE. "Sexism in the Seminar: Strategies for gender sensitivity in management education." Gender and Education 7, no. 3 (1995): 341–50. http://dx.doi.org/10.1080/09540259550039040.

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Rasmussen, Mary Lou. "Beyond gender identity?" Gender and Education 21, no. 4 (2009): 431–47. http://dx.doi.org/10.1080/09540250802473958.

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Savigny, Heather. "Cultural sexism and the UK Higher Education sector." Journal of Gender Studies 28, no. 6 (2019): 661–73. http://dx.doi.org/10.1080/09589236.2019.1597689.

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Sayman, Donna. "The Elimination of Sexism and Stereotyping in Occupational Education." Journal of Men's Studies 15, no. 1 (2007): 19–30. http://dx.doi.org/10.3149/jms.1501.19.

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Trauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier, and Jill Findeis. "Agricultural education: Gender identity and knowledge exchange." Journal of Rural Studies 24, no. 4 (2008): 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.

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Savigny, Heather. "Women, know your limits: cultural sexism in academia." Gender and Education 26, no. 7 (2014): 794–809. http://dx.doi.org/10.1080/09540253.2014.970977.

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Tremain, Shelley. "Educating Jouy." Hypatia 28, no. 4 (2013): 801–17. http://dx.doi.org/10.1111/hypa.12037.

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The feminist charge that Michel Foucault's work in general and his history of sexuality in particular are masculinist, sexist, and reflect male biases vexes feminist philosophers of disability who believe his claims about (for instance) the constitution of subjects, genealogy, governmentality, discipline, and regimes of truths imbue their feminist analyses of disability and ableism with complexity and richness, as well as inspire theoretical sophistication and intellectual rigor in the fields of philosophy of disability and disability studies more generally. No aspect of Foucault's corpus has

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Alcântara, Juliana Nascimento de, Alfrancio Ferreira Dias, and Rosana Carla Do Nascimento Givigi. "Play in child education: problematizing gender relations in school." Educação (UFSM) 44 (March 12, 2019): 20. http://dx.doi.org/10.5902/1984644434607.

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The purpose of this article is to discuss gender relations in early childhood education. This was a qualitative research, with observations made in classes with children between 5 and 6 years old in the public and collective environment of a Municipal School of Early Childhood Education of Aracaju, SE. The research took place between March and June 2018. The choices and ways in which the children put themselves in the games pointed to questions concerning educational practices in early childhood education, which establish the norms of the polarity of sexism in everyday school life. Finally, th

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Espinoza, Ana María, and Katherine Strasser. "Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile." Social Psychology of Education 23, no. 4 (2020): 861–90. http://dx.doi.org/10.1007/s11218-020-09571-1.

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Abstract In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of r

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COULTER, REBECCA PRIEGERT. "Struggling with Sexism: Experiences of feminist first-year teachers." Gender and Education 7, no. 1 (1995): 33–50. http://dx.doi.org/10.1080/713668455.

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Spence, Janet T., and Camille E. Buckner. "Instrumental and Expressive Traits, Trait Stereotypes, and Sexist Attitudes: What Do They Signify?" Psychology of Women Quarterly 24, no. 1 (2000): 44–53. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01021.x.

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College students rated the typical male and female student and themselves on 22 instrumental (I) and 16 expressive (E) items from the PAQ (Spence & Helmreich, 1978) and the BSRI (Bem, 1974), as well as on the BSRI items “masculine” and “feminine.” They also completed measures of gender stereotypes and sexist attitudes. Significant gender stereotypes were found on all but two I and E items in both genders. Significant gender differences in self-report were found on all the E items but on only 41% of the I items, confirming our hypotheses that societal changes have led women to develop more

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McGeown, Sarah P., and Amy Warhurst. "Sex differences in education: exploring children’s gender identity." Educational Psychology 40, no. 1 (2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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Kessels, Ursula, Anke Heyder, Martin Latsch, and Bettina Hannover. "How gender differences in academic engagement relate to students’ gender identity." Educational Research 56, no. 2 (2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.

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