EFA’s Goal 5: Assessing Gender Parity and Equality In Education: Unfinished Agenda for 21st Century

2013 ◽  
Vol 1 (1) ◽  
pp. 73-85
Author(s):  
Nidhi Choudhary
Keyword(s):  
21St Century ◽  
Gender Parity ◽  
Equality In Education

A Critical Review of Gender Parity and Voice Dispossession Among Executive Women in Higher Education Leadership

2021 ◽  
pp. 266-281
Author(s):  
Tricia Stewart ◽  
Robin Throne ◽  
Lesley Anne Evans
Keyword(s):  
Higher Education ◽  
North America ◽  
21St Century ◽  
Critical Review ◽  
Hierarchical Structures ◽  
Executive Leadership ◽  
Organizational Structures ◽  
Women In Higher Education ◽  
Executive Women ◽  
Gender Parity

Postsecondary organizational statistics show women remain limited and underrepresented within presidential and provost appointments, and progress has slowed into the 21st century. This chapter presents a critical review of the current scholarship of gender parity among higher education executive leadership specifically for a construct of voice dispossession. In past work, the authors have discussed how voice dispossession occurs among a dominant past culture and imbalanced power domains amid hierarchical structures for evolving organizational cultures as women often adopt a filtered voice or make attributional accommodations amidst challenges within these power and gendered organizational structures. This chapter extends the conversation by examining this focus within the larger body of research into women in higher education executive leadership to reveal limits of access and career success. While these power domains have historically been predominant across North America, parallels exist among other continents.

scholarly journals Gender issue in modern education: Theory and practice

2021 ◽  
Vol 8 (11) ◽  
pp. 87-95
Author(s):  
Stepanenko et al. ◽  
Keyword(s):  
Correlation Analysis ◽  
Gender Equality ◽  
Gender Inequality ◽  
European Countries ◽  
Gender Imbalance ◽  
Gender Parity ◽  
Inequality In Education ◽  
Equality In Education ◽  
The Impact

So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

A Critical Review of Gender Parity and Voice Dispossession Among Executive Women in Higher Education Leadership

2020 ◽  
pp. 99-114 ◽  
Author(s):  
Tricia Stewart ◽  
Robin Throne ◽  
Lesley Anne Evans
Keyword(s):  
Higher Education ◽  
North America ◽  
21St Century ◽  
Critical Review ◽  
Hierarchical Structures ◽  
Executive Leadership ◽  
Organizational Structures ◽  
Women In Higher Education ◽  
Executive Women ◽  
Gender Parity

Postsecondary organizational statistics show women remain limited and underrepresented within presidential and provost appointments, and progress has slowed into the 21st century. This chapter presents a critical review of the current scholarship of gender parity among higher education executive leadership specifically for a construct of voice dispossession. In past work, the authors have discussed how voice dispossession occurs among a dominant past culture and imbalanced power domains amid hierarchical structures for evolving organizational cultures as women often adopt a filtered voice or make attributional accommodations amidst challenges within these power and gendered organizational structures. This chapter extends the conversation by examining this focus within the larger body of research into women in higher education executive leadership to reveal limits of access and career success. While these power domains have historically been predominant across North America, parallels exist among other continents.

scholarly journals GENDER CONCEPT and ROLES FOR DEVELOPMENT

2021 ◽  
Vol 9 (46) ◽  
pp. 11381-11389
Author(s):  
Subhash Singh
Keyword(s):  
Gender Equality ◽  
Educational Opportunities ◽  
Educational Institutions ◽  
Social Construct ◽  
Gender Parity ◽  
Quality And Outcomes ◽  
The Difference ◽  
Outcomes Of Education ◽  
And Behavior ◽  
Equality In Education

The paper examines the concept of gender and sex, the difference between gender and sex and explain the terms gender dynamics. Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society.

scholarly journals Women in neotropical science: Gender parity in the 21st century and prospects for a post-war Colombia

2018 ◽  
Author(s):  
Camilo López-Aguirre
Keyword(s):  
21St Century ◽  
Biological Diversity ◽  
Doctoral Degree ◽  
Logistic Function ◽  
Gender Disparity ◽  
Health Science ◽  
Women In Science ◽  
Doctoral Graduates ◽  
Gender Parity ◽  
Function Modelling

AbstractAn increasing amount of research has focused on studying the drivers shaping demographics in science. As a result, we now have a better idea of the current state of gender disparity in science, which remains widespread worldwide. However, fewer studies and limited data have restricted our understanding of this phenomenon in the Neotropics, a highly important region in terms of cultural and biological diversity. Despite a civil war that lasted more than five decades and produced eight million victims (half of them women), Colombia is the fifth country with the highest scientific production in Latin America and the Caribbean, as well as the second most biodiverse country in the world. In order to evaluate the status of gender parity in science in Colombia throughout the 21st century, data of science demographics was gathered covering the 2000-2017 time period. Percentage of women in science was decomposed by research area, researcher rank level and education level. Gender disparity was also estimated for changes in average age, access to scholarships for postgraduate studies, and number of doctoral graduates. Finally, using logistic function modelling, temporal projections into the future were performed, in order to estimate how long could it take to reach gender parity. Of six research fields, medical and health science is the only one to have reached gender parity (55.99%), although it is also the only one showing a steady decrease in women representation across time. On the other hand, engineering, humanities and natural sciences had the lowest percentages of female representation (19.89%, 30.02%, and 30.21%, respectively). Female researchers were on average younger than male researchers, and they also showed a decreasing presence as they move upward to more senior levels, exemplifying the ‘leaky-pipeline phenomenon’ common in science. More men were observed both as scholarship awardees for doctoral studies, and as doctoral graduates, indicating that obtaining a doctoral degree could be a major limiting factor for women in science. Possible drivers of these results are analysed, suggesting that a combination of lack of research funding, insufficient legal framework, pre-existing biases, and poor protection of women’s rights inhibits female participation in science. Based on logistic function modelling it is estimated that, without any action to change current trends, it could take between 10 (humanities) and 175 (engineering) years to reach gender parity across all research areas.

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