Relevant bibliographies by topics / Stereotypes, education, women, gender

Contents

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

Academic literature on the topic 'Stereotypes, education, women, gender'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Stereotypes, education, women, gender"

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Plant, E. Ashby, Janet Shibley Hyde, Dacher Keltner, and Patricia G. Devine. "The Gender Stereotyping of Emotions." Psychology of Women Quarterly 24, no. 1 (March 2000): 81–92. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01024.x.

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Three studies documented the gender stereotypes of emotions and the relationship between gender stereotypes and the interpretation of emotionally expressive behavior. Participants believed women experienced and expressed the majority of the 19 emotions studied (e.g., sadness, fear, sympathy) more often than men. Exceptions included anger and pride, which were thought to be experienced and expressed more often by men. In Study 2, participants interpreted photographs of adults' ambiguous anger/sadness facial expressions in a stereotype-consistent manner, such that women were rated as sadder and less angry than men. Even unambiguous anger poses by women were rated as a mixture of anger and sadness. Study 3 revealed that when expectant parents interpreted an infant's ambiguous anger/sadness expression presented on videotape only high-stereotyped men interpreted the expression in a stereotype-consistent manner. Discussion focuses on the role of gender stereotypes in adults' interpretations of emotional expressions and the implications for social relations and the socialization of emotion.
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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 (September 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 Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.
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Verma, Neha. "Gender Stereotypes in Occupational Pattern." Asian Review of Social Sciences 8, no. 2 (May 5, 2019): 71–77. http://dx.doi.org/10.51983/arss-2019.8.2.1586.

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The paper hypothesizes to examine the ‘Exclusion’ phenomenon for women workers in Indian labour market through gendered occupational segregation and ‘Inclusion’ of women in low productivity and low skilled jobs as a result of adverse incorporation based on stereotypes and discriminatory practices prevalent in the society. The gendered division of work space in Indian economy is evident from the disaggregated study of occupational employment patterns and relative educational qualification of employed men and women. The National Sample Survey (NSS) Employment-Unemployment unit level data (68th Round, 2011-12) is used for the analysis. It is observed that women employment in low productivity jobs is partially a result of their low education level as compared to men workers. However, this is only a part of the answer and the circle of low productivity jobs and low education levels of women is nurtured by the stereotypical foundations of the patriarchal system.
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Allen, Jill, and Sarah J. Gervais. "The Femininity–Money Incongruity Hypothesis." Psychology of Women Quarterly 41, no. 4 (July 24, 2017): 407–19. http://dx.doi.org/10.1177/0361684317718505.

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Women are often stereotyped as poorly equipped to deal with money matters, compared to men, yet very little research has examined the underpinnings and consequences of such gender stereotypes. Drawing on descriptive and prescriptive elements of women’s social roles, we empirically examined the gendered nature of money stereotypes. Specifically in the current work, we introduced and investigated the femininity–money incongruity hypothesis, which suggests that when the concepts of femininity and money are both cognitively activated, money will become a liability for women, causing decrements in cognitive functioning. We first probed the role of gender identity and benevolent sexism beliefs in women’s endorsement of money–gender stereotypes. In two subsequent experiments, we tested the hypothesis that simultaneously activating money and femininity would lead to decrements in cognitive functioning. Converging results across studies suggest that money is incompatible with the stereotypic female gender identity, and this incongruity has detrimental cognitive costs for women as they navigate gender roles. Implications of societal challenges imposed on women by gender stereotypes regarding money matters at work and in relationship contexts and proposed interventions are discussed. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317718505
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Abdulina, Nargiz, Aliya Abisheva, Vasily Movchun, Alisa Lobuteva, and Liudmila Lobuteva. "Overcoming Gender Stereotypes in the Process of Social Development and Getting Higher Education in Digital Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 12 (June 18, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i12.19005.

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Social development and higher education are among the essential tools for overcoming gender stereotypes. The changes in education associated with the digitalization of learning and work, studies show, have little changed the gender landscape. Studying the opinion of students on the problem of gender relations and stereotypes is relevant in terms of the need to determine the impact of higher education in digital environment on changes in perceptions of behavioural patterns and social roles of men and women. This study examines the impact of gender stereotypes, manifested even in online learning and communication and when working in the new digital economy on student’s choice of a life path, profession, education. The research aims to study the influence of students’ social development in the learning process on the formation of gender stereotypes among them. An anonymous written survey was the most suitable method of the study. The survey involved 350 students of socio-humanitarian, technical and natural specialities (60% − women, 40% − men). It was found that getting higher education in digital environment is crucial to social development, as this stage of life helps individuals overcome gender stereotypes. Yet, gender stereotypes continue to dominate among students anyway. To which extent do students agree that the primary purpose of a woman is the role of wife and mother? Most students (44%) agreed with this view of a woman's role, with varying degrees of confidence. Besides, approximately one in four who answered this question (24%) expressed complete agreement with this statement. On the other hand, about a quarter of respondents (26%) strongly or somewhat disagree with this statement. The results of the study can be used in international practice to overcome gender stereotypes. Social development of a person through higher education in digital environment plays a more critical role in overcoming gender stereotypes than previously thought.
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Jugović, Ivana. "Students’ Gender-Related Choices and Achievement in Physics." Center for Educational Policy Studies Journal 7, no. 2 (June 30, 2017): 71–95. http://dx.doi.org/10.26529/cepsj.170.

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The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students’ educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues’ expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showedthat self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls’ educational intentions, as well. Endorsement of a typically masculine gender role predicted girls’ and boys’ stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls’ lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.
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Bajri, Ibtesam AbdulAziz, and Nada Abdulmajeed Lashkar. "Saudi Gender Emotional Expressions in Using Instagram." English Language Teaching 13, no. 5 (April 23, 2020): 94. http://dx.doi.org/10.5539/elt.v13n5p94.

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There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis' expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.
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Rajković, Marija, Sanja Ratković, Jovana Stanisavljević, Adi Hadžibegović, Marija Stević, and Miodrag Milenović. "Women in anesthesiology: Gender stereotypes and prejudice: Women in anesthesiology." Serbian Journal of Anesthesia and Intensive Therapy 43, no. 1-2 (2021): 25–30. http://dx.doi.org/10.5937/sjait2102025r.

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Introduction: Women make up an increasing portion of the physician workforce in anesthesia, but they are consistently under-represented in academic anesthesiology and leadership positions. The objective of this study is to provide a current update on the role of women in anesthesiology in Belgrade, Serbia. Methods: A cross-sectional observational study was conducted during September and October 2013 amongst anesthesiologists at ten tertiary health care institutions in Belgrade. The study population was 272 anesthesiologists. Participants' consent and ethical approval were obtained. The questionnaire captured basic sociodemographic and work-related characteristic information: age, sex, level of academic and professional postgraduate education, the managerial position of the section or department. Sociodemographic characteristics were tested in relation to sex by Pearson's chi-squared test. Results: The response rate was 76.2%. Over two-thirds (70.7%) of respondents were women. One-third of female participants (34.5%) and 23.3% of male participants had obtained additional academic achievements; 35.2% of female participants and 40.0 % of male participants had been in managerial positions. Statistically significant gender discrepancies in the additional academic education and upper-rank leadership positions were not detected. Conclusion: Female anesthesiologists in Serbia have achieved parity with men in the highest academic ranks and leadership positions. These women may play an important role in mentoring future generations of female physicians and inspiring them to achieve their professional goals.
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Roy, Robin E., Kristin S. Weibust, and Carol T. Miller. "Effects of Stereotypes About Feminists on Feminist Self-Identification." Psychology of Women Quarterly 31, no. 2 (June 2007): 146–56. http://dx.doi.org/10.1111/j.1471-6402.2007.00348.x.

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This study examined whether negative stereotypes about feminists serve as a barrier to self-identifying as a feminist. College women were exposed to positive stereotypes about feminists, negative stereotypes about feminists, or were not exposed to stereotypes about feminists (control condition) in a between-participants design. Women who read a paragraph containing positive stereotypes about feminists were twice as likely to self-identify as feminists as women in the control condition or the condition in which they read a paragraph containing negative stereotypes about feminists. Women exposed to positive feminist stereotypes had greater nontraditional gender-role attitudes and performance self-esteem compared to the no-stereotype-control condition.
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Phan, Anh, and Tho Xuan Pham. "Gender Stereotypes As Hidden Curriculum: A Case of Vietnamese English Textbooks." International Journal of Education 14, no. 1 (April 7, 2021): 30–38. http://dx.doi.org/10.17509/ije.v14i1.30553.

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Gender equality and women empowerment have become a buzzword for development during the past decades with numerous national and international policies, including educational policies. However, gender equality is normally conceptualized in quantitative terms of education such as low disparity in access to education between boys and girls while qualitative aspects of gender equality are still left uncontested, among which is gender stereotypes in hidden curriculum. Gender stereotypes as a social construct, once imbedded in education and educational materials, certainly intervene the gender socialization process of students. The paper attempts to investigate this issue by employing a mixed qualitative and quantitative content analysis of the illustrations in English textbooks for Upper-secondary students in Vietnam. The analysis reveales stereotypes reflected in three main areas: occupations, sports and pastimes, and life duties, all of which confirm social and cultural norms of Vietnamese society towards a woman.
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Dissertations / Theses on the topic "Stereotypes, education, women, gender"

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Prasad, Ambika. "Stereotype threat in India: Gender and leadership choices." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5128/.

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Stereotype threat is a psychosocial dilemma experienced by members of a negatively stereotyped group in situations where they fear they may confirm the stereotype. This study examined the phenomenon in India, thereby extending previous research to another culture. In addition, with participation by students preparing to be professionals, the results are applicable to organizational settings. Ninety graduate students from a professional training institute viewed common Indian advertisements under three conditions: gender stereotypic (women depicted as homemakers), counter stereotypic (women represented as professionally employed individuals) and neutral (no reference to any gender identity). It was hypothesized that females in the stereotypic condition would be susceptible to stereotype threat effect and thus opt for problem solver over leadership role on a subsequent task, while females in the counter stereotypic condition were expected to choose leadership roles. ANOVA was employed to test for differences across the three conditions. The study also hypothesized mediation of the stereotype threat performance deficits by self-efficacy, evaluation apprehension, anxiety, role conflict, stereotype activation, father's and mother's education levels. Hierarchical multiple regression procedures as recommended by Baron and Kenny (1986) were conducted for mediational analysis. Data analysis provided partial support for the two hypotheses. In support of the stereotype threat theory, condition emerged as a significant variable influencing selection of role choice. In line with previous research, no evidence for mediation by any of the variables studied as potential mediators was found. However role conflict and evaluation apprehension may have functioned as suppressor variables that enhanced the variance in the condition-role choice relationship. The results of the study and their implications, in context of the Indian scenario, are discussed. Certain limitations are identified and suggestions made for future research.
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Arltoft, Emma. "Women as characters, players and developers : An educational perspective." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18831.

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There is a lack of female representation in video games, and women are often ignored as characters, as players, and as developers. This thesis investigates how the University of Skövde works with gender diversity in the second game project within those categories. A content analysis was carried out, and a total of 102 documents collected from the course site were coded. It was complemented with additional information from instructor interviews and a student survey. It was found that while there is an emotional commitment to diversity from the students as well as the instructors, there is a lack of clear guidelines and resources to create more nuanced portrayals of diversity. There is significant potential for improvements and a need for a continuous effort to follow up on the content produced.
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Bolton, Charles Leonard III. "Development of a Questionnaire to Identify Barriers and Facilitators to Academic Careers for Women in STEM." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1578.

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The purpose of this research was to develop a questionnaire to be used to identify barriers and facilitators to women faculty in science, technology, engineering, and mathematics (STEM) academics. The phenomenon known as the leaky pipeline, a theoretical model describing why women are underrepresented in STEM disciplines, was examined. Women have long been underrepresented in STEM professions despite an increase in the number of women earning STEM degrees, suggesting women are faced with barriers that prevent them from achieving equal representation with men. The literature has identified several potential barriers, both historical and new, such as biological inequalities, family responsibilities, commitment differences, competitive differences, gender stereotypes and implicit biases, work environments, and job preference. Major facilitators included mentors and specific policy/program implementation. Barriers and facilitators to faculty members at Western Kentucky University will be identified objectively through the use of this questionnaire in a future study.
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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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Jackson, Sarah Marie. "The Influence of Implicit and Explicit Gender Bias on Grading, and the Effectiveness of Rubrics for Reducing Bias." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1464731201.

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Cox, Katrina M. "Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1416.pdf.

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Machon, Marie-Claude. "Femmes et developpement : problématiques de l'éducation des femmes, dans la Caraibe anglophone, à la Jamaique, à la Barbade et à la Trinité et Tobago, au début du XXème siècle." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040135.

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Les chiffres sur la participation et les résultats scolaires sont nettement à l’avantage des filles dans les îles anglophones de la Caraïbe, à l’inverse de ce qui se passe dans les pays dits en voie de développement, à l’exception de l’Amérique latine. L’écart entre les deux sexes est tel qu’une théorie, née il y a une vingtaine d’années, sur la marginalisation des garçons continue à alimenter les débats. En dépit du sentiment que les filles et les femmes sont en passe de prendre le dessus, une analyse de la situation globale de la société caribéenne, révèle la contradiction des inégalités qui persistent à leur détriment, dans le monde économique, professionnel et politique. La situation révèle les limites du rôle de l’éducation mais aussi les failles du système hérité du colonialisme et la valence différentielle des sexes. Les politiques de développement dans la Caraïbe, doivent intégrer la dimension du genre. Elles ne peuvent pas non plus ignorer les perspectives que pourrait lui offrir un leadership féminin en train de s’affirmer
The Caribbean school system reveals a gender gap in favour of girls and a reverse trend from other developing countries, except in Latin America. Girls outperform boys at all levels in term of academic success as well as attendance, to a point that the boys’ underachievement and under-attendance as well as repetitions at school are of a growing concern for governments in the region and have brought about a controversial theory about the marginalization of boys and men. Despite the general feeling that boys are being threatened by the empowerment of women, a detailed analysis of their situation shows the contradiction of the discrimination women still face locally in the economic, professional and political world. The situation bears evidence to the limitations of education and the failings of a post-colonial system as well as gender differentials. Can Caribbean development policies privilege gender mainstreaming so as to tap the potential of both men and women, while women should be viewed as equal agents of development?
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Kuchynka, Sophie Lois. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5720.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.
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Kusterer, Hanna Li. "Women and men in management : Stereotypes, evaluation and discourse." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108461.

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Very few women hold top corporate positions in Sweden, and women are underrepresented as managers in all work sectors. The present thesis examined stereotypes, perceptions and presuppositions about women, men and management with a combination of perspectives from social and organizational psychology, discourse analysis and gender in organization research. Study 1 of Paper I was a content analysis of management attributes and cultural stereotypes of female and male managers. In Study 2, an inventory of these attributes was formed, and participants’ stereotype endorsements tested. Stereotypes of female managers resembled good management more than male managers, and they were rated more positively, but a masculine norm was implied. Paper II aimed to study and compare gender-related management stereotypes and evaluations of actual managers, and examine perceived gender bias. Men evaluated the female manager stereotype more positively on communal attributes, and, contrary to women, judged the male manager stereotype more positively on agentic attributes. This may help explain the scarcity of women in top management. Women perceived more gender bias favoring male managers than men. Actual male and female managers were rated similarly. Still, the Euclidian distances showed that ratings of actual managers and stereotypes were linked. Paper III examined the discourse on the lack of women in top corporate positions, explanations and links to proposed measures in a project to counter the gender imbalance. A liberal discourse with contradictions and textual silences was exposed. Gender had to be construed in line with traditional gender norms and division of labor to make sense of the proposed explanations. To conclude, one can be reassured by the largely communal portrayal of good management and positive evaluations of female managers, but also apprehensive about the masculine norm of management, perceived gender bias in favor of men, and traditional gender constructions.
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Corcoran, Mayia. "Evaluating the negative impact of gender stereotypes on women's advancement in organizations." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009corcoranm.pdf.

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Books on the topic "Stereotypes, education, women, gender"

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Campbell, Patricia B. Girls are-- boys are--: Myths, stereotypes and gender differences. Newton, Mass: Women's Educational Equity Act (WEEA) Resource Center, 1996.

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Szirom, Tricia. Teaching gender?: Sex education and sexual stereotypes. Sydney: Allen & Unwin, 1988.

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Teaching gender: Sex education and sex stereotypes. Sydney: Allen & Unwin, 1988.

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Gender stereotypes in corporate India: A glimpse. New Delhi: Response Books, 2008.

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Porter, Paige H. Gender and education. Victoria: Deakin University, 1986.

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Women education, employment, and gender-discrimination. New Delhi: Serials Publications, 2007.

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Mary, Ayre, and Gill Judith 1942-, eds. Gender inclusive engineering education. New York: Routledge, 2010.

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Thapa, Renu. Gender issues in school education. Kathmandu: Tribhuvan University, Research Centre for Educational Innovation and Development (CERID), 2009.

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Acker, Sandra. Gender issues in education. [Toronto: Ontario Institute for Studies in Education, 1992.

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Gyanmudra, Yadappanavar A. V, and National Institute of Rural Development (India), eds. Gender issues in education. Hyderabad: National Institute of Rural Development, 2008.

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Book chapters on the topic "Stereotypes, education, women, gender"

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Meselidis, Stilianos. "Gender Stereotypes, Class Prejudice and Female Warriors in the Depiction of Women in Year 6 Greek Primary School History Textbooks (1970–1983 and 1997–2006)." In Race, Ethnicity and Gender in Education, 165–81. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_9.

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Bagattini, Daniela, Beatrice Miotti, and Fiorella Operto. "Educational Robotics and the Gender Perspective." In Makers at School, Educational Robotics and Innovative Learning Environments, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_33.

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AbstractIn this paper we explore the role of stereotypes in educational choices. Data on secondary school enrollments show that girls are abandoning STEM subjects. There are many reasons for this, including social and family expectations, but also the perception that jobs and careers in technical and scientific sectors will make it hard to take care of a family. This is an important theme for the future. The number of jobs in ICT will increase, and the low quantities of women in these sectors will have a strong impact on the availability of skilled workers, as well as increasing the gender gap. What is the role of school in this context? What activities can get more girls interested in science? We focus, in particular, on how innovative approaches such as educational robotics can help girls engage with STEM subjects, as happened with the “Roberta” project, whose results will be illustrated in this work.
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Roaf, Virginia, and Catarina de Albuquerque. "Practice Note: Why We Started Talking About Menstruation—Looking Back (and Looking Forward) with the UN Special Rapporteur on the Human Rights to Water and Sanitation." In The Palgrave Handbook of Critical Menstruation Studies, 475–83. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_37.

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Abstract In this conversation, Catarina de Albuquerque, former UN Special Rapporteur on the human rights to water and sanitation, and her former advisor, Virginia Roaf, discuss how menstrual health and menstruation have become critical to understanding the contribution that the water, sanitation and hygiene (WASH) sector can make to ensuring gender equality. They look back at country missions and the many conversations with women and girls that led to a closer examination of how stigma around menstruation limits access to education, work, and a life in dignity. WASH provides a strong entry point for addressing taboos relating to menstruation, but the authors identify that one must get past this often technical understanding to address deeply entrenched gender stereotypes.
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Hertz-Tang, Amber, and Molly Carnes. "Gender Stereotypes." In Burnout in Women Physicians, 79–103. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44459-4_5.

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Baxter, Judith. "Women Leader Stereotypes in Newspapers." In Women Leaders and Gender Stereotyping in the UK Press, 23–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64328-1_2.

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Nguyen, Thuc-Doan. "Gender Stereotypes: The Profiling of Women in Marketing." In Exploring Gender at Work, 123–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64319-5_7.

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Baxter, Judith. "Freeing Women Political Leaders from Their Gender Stereotypes." In Challenging Leadership Stereotypes through Discourse, 173–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4319-2_8.

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Callaway, Helen. "Women Education Officers." In Gender, Culture and Empire, 110–38. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18307-4_5.

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Brescoll, Victoria L. "How Gender Stereotypes of Emotion Harm Women Leaders." In Auswahl von Männern und Frauen als Führungskräfte, 113–25. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09469-0_11.

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Matshaka, Sarah. "Mobile Women: Negotiating Gendered Social Norms, Stereotypes and Relationships." In Gender and Mobility in Africa, 187–222. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65783-7_11.

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Conference papers on the topic "Stereotypes, education, women, gender"

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Bailey, Margaret, Caroline Baillie, John Impagliazzo, Donna Riley, and George Catalano. "Special Session - Not Many Women in Engineering -- So Why Should I Care? Bridging Gender Gaps and Stereotypes." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322394.

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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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Förtsch, Silvia. "Yes you can, follow your goals! Individual Coaching for female Computer scientists on career development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8031.

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Abstract Earlier results show that female computer scientists show a lower self-efficacy compared to male colleagues. Similarly, gender-typical attributions, in the sense of gender stereotypes, are considered a disorder. As a result, a coaching program that supports computer scientists after a re-entry into professional life also, in a new orientation or with regard to management ambitions has been developed at the University of <blinded>. The measure strengthens computer scientists in their motivational resources and enables them to take advantage of professional opportunities. A scientifically founded analysis of their potential helps the coachees to become aware of their abilities and competences. The coaching program based on the potential analysis, takes important life goals of the coachees into account. Individual career plans are developed in coaching sessions, including a clear definition of the objective and implementation strategy. An open and modern corporate culture offers new opportunities of career paths for female computer scientists. If the company philosophy is based on appreciation of good performance, women in computer science are more motivated strengthen their career ambitions. Keywords: Women in computer science; self-efficacy beliefs; potential analysis; individual coaching;career development
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Howell, Bryan F., Judith Westwood, Becky Fuller, Asa Jackson, Rebekah Rawlings, and Michaela Hill. "EXPLORING THE GENDER STEREOTYPE THREAT THAT WOMEN EXPERIENCE IN TEAM-BASED EDUCATIONAL SETTINGS." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.92.

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Ferreira, Eduarda. "Gender and ICT: School and gender stereotypes." In 2017 International Symposium on Computers in Education (SIIE). IEEE, 2017. http://dx.doi.org/10.1109/siie.2017.8259672.

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Matheus, Carolyn C., and Elizabeth Quinn. "Gender based occupational stereotypes: New behaviors, old attitudes." In 2017 IEEE Women in Engineering (WIE) Forum USA East. IEEE, 2017. http://dx.doi.org/10.1109/wie.2017.8285610.

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Kletsina, Irina S., and Elvira V. Davidova. "Gender stereotypes among school teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-60.

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Plasencia, Franccesca Marisol Plasencia, and Victor Omar Vite Leon. "Gender Stereotypes about Women in the Fitness World on Instagram." In 2021 IEEE Sciences and Humanities International Research Conference (SHIRCON). IEEE, 2021. http://dx.doi.org/10.1109/shircon53068.2021.9652330.

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Su, Qi, Qin Wang, Lingxin Zhang, and Shiyi Zhang. "A Review of Gender Stereotypes in Education." In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.256.

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Qiao, Fengran, Xinran Guo, Jimin Yang, and Yinghua Yu. "Effect of Grammatical Gender of Language on Gender Stereotypes." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.312.

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Reports on the topic "Stereotypes, education, women, gender"

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Dietrich, Luisa, Zorica Skakun, Rohlat Khaleel, and Tim Peute. Social Norms Structuring Masculinities, Gender Roles, and Stereotypes: Iraqi men and boys’ common misconceptions about women and girls’ participation and empowerment. Oxfam, August 2021. http://dx.doi.org/10.21201/2021.8014.

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The limited participation of Iraqi women in community decision-making in Kirkuk and Diyala is the result of various intertwined factors. This study explores emerging opportunities for social transformation in the context of sedimented layers of male privilege and the questioning of restrictive gender norms in the two governorates. With this report, Oxfam and its partners aim to dismantle barriers to women’s active participation, which is currently constrained by stereotypes and restrictive ideas about gender. Among the promising pathways for change are awareness-raising activities with male allies, alongside other longer-term efforts advancing transformative change in attitudes, practices, and behaviors.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Carter, Becky. Strengthening Gender Equality in Decision-making in Somaliland. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.078.

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This rapid review searched for literature on how and why women continue to struggle in Somaliland to achieve formal political representation and to take on informal decision-making roles on local peace and political matters, from community to national levels. Women’s participation in peacebuilding and political decision-making in Somaliland is very limited. A key barrier is the clan system underpinning Somaliland’s political settlement. Entrenched and politicised, patriarchal clans exclude women (and other minority groups) from formal and customary leadership and decision-making roles. Other contributing factors are conservative religious attitudes and traditional gender norms. Structural inequalities – such as low levels of education, lack of funds, and high levels of violence towards women and girls – impede women’s participation. Some women are more disempowered than others, such as women from minority clans and internally displaced women. However, there is increasing disillusionment with clan politicisation and a growing recognition of women’s value. There are opportunities for framing gender equality in local cultural and religious terms and supporting grassroots activism.
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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, December 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 encourage and increase women’s capacity in shaping environmental solutions, economic and political gender gaps must be addressed and awareness on the impact of consumption needs to be strengthened.
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Ochiltree, Kasey, and Iulia Andreea Toma. Gender Analysis of the Impact of Recent Humanitarian Crises on Women, Men, Girls, and Boys in Puntland State in Somalia. Oxfam, KAALO, April 2021. http://dx.doi.org/10.21201/2021.7482.

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Situated in a complex region of the world, Puntland State in Somalia is dealing with a range of threats and instabilities such as droughts, floods, locusts, the movement of internally displaced people (IDPs), and armed actors. COVID-19 has added yet another strain on its tremendously fragile infrastructure. The impact of the pandemic has been far reaching, affecting livelihoods and hampering unpaid and underpaid care work and responsibilities. The multitude of crises and rates of inflation have left the majority of families food insecure and without income, halted education and health services, and exacerbated existing vulnerabilities and the incidence of violence. This gender analysis was conducted and funded by the German Federal Foreign Office (GFFO), in partnership with Oxfam in Somalia and KAALO, to better help local government bodies, agencies, NGOs, and INGOs grasp the differentiated impact of the crises on women, men, boys, and girls, and host and IDP communities, during this time of intense loss and instability. The analysis provides an overview of the experiences of the affected communities, and gives recommendations on how to address immediate concerns and plan future programming.
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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), December 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. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 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), December 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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Muhoza, Cassilde, Wikman Anna, and Rocio Diaz-Chavez. Mainstreaming gender in urban public transport: lessons from Nairobi, Kampala and Dar es Salaam. Stockholm Environment Institute, May 2021. http://dx.doi.org/10.51414/sei2021.006.

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The urban population of Africa, the fastest urbanizing continent, has increased from 19% to 39% in the past 50 years, and the number of urban dwellers is projected to reach 770 million by 2030. However, while rapid urbanization has increased mobility and created a subsequent growth in demand for public transport in cities, this has not been met by the provision of adequate and sustainable infrastructure and services. The majority of low-income residents and the urban poor still lack access to adequate transport services and rely on non-motorized and public transport, which is often informal and characterized by poor service delivery. Lack of access to transport services limits access to opportunities that aren’t in the proximity of residential areas, such as education, healthcare, and employment. The urban public transport sector not only faces the challenge of poor service provision, but also of gender inequality. Research shows that, in the existing urban transport systems, there are significant differences in the travel patterns of and modes of transport used by women and men, and that these differences are associated with their roles and responsibilities in society. Moreover, the differences in travel patterns are characterized by unequal access to transport facilities and services. Women are generally underrepresented in the sector, in both its operation and decision-making. Women’s mobility needs and patterns are rarely integrated into transport infrastructure design and services and female users are often victims of harassment and assault. As cities rapidly expand, meeting the transport needs of their growing populations while paying attention to gender-differentiated mobility patterns is a prerequisite to achieving sustainability, livability and inclusivity. Gender mainstreaming in urban public transport is therefore a critical issue, but one which is under-researched in East Africa. This research explores gender issues in public transport in East Africa, focusing in particular on women’s inclusion in both public transport systems and transport policy decision-making processes and using case studies from three cities: Nairobi, Kampala and Dar es Salaam.
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Yıldız, Dilek, Hilal Arslan, and Alanur Çavlin. Understanding women’s well-being in Turkey. Verlag der Österreichischen Akademie der Wissenschaften, August 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 that in addition to their material resources and living environment, factors related to women’s agency – i.e., education and participation in decisionmaking – are associated with women’s levels of life satisfaction.
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