scholarly journals Attitudes towards gender equality and coeducation among Secondary School teachers: a case of study in Madrid, Spain

2021 ◽  
Vol 19 (55) ◽  
pp. 491-508
Author(s):  
Raquel Jular-Alba ◽  
Clara Martín-Ramos ◽  
Pablo Martín-Ramos
Keyword(s):  
Education Reform ◽  
Gender Equality ◽  
Personal Development ◽  
Secondary School Teachers ◽  
Age Factors ◽  
Great Influence ◽  
Teaching Experience ◽  
Sexist Attitudes ◽  
Women's Participation ◽  
And Gender

Introduction. In spite of the education reform and the introduction of mixed schools, there are still obstacles to gender equality in Spain. Sexist attitudes and values continue to influence personal development and career choices, limiting women's participation in all areas. The opinions, beliefs, ideas, conceptions, expectations and personal attitudes of teaching professionals exert a great influence on the students who perceive them, which calls for up-to-date information on teaching staff’s perceptions towards gender equality and coeducation.Method. In this work, results from a survey distributed in three Secondary Schools in the Autonomous Community of Madrid, with 105 participants, are presented. The retrieved data were analyzed by using ANOVA and Kruskal-Wallis non-parametric tests.Results. Significant differences were found among the respondents in terms of their views on gender equality for the gender and gender*age factors, and for the gender and years of teaching experience factors in the case of their perceptions about coeducation.Discussion and conclusion. Although the tendency toward a true status of equality was more pronounced in women than in men, an adequate predisposition on the majority of teachers of both sexes towards the achievement of a social equality model based on the promotion of peer roles and coeducational practices was found.

No Shortcut to Change

2017 ◽  
Author(s):  
Kara Ellerby
Keyword(s):  
Gender Equality ◽  
First Century ◽  
Women And Gender ◽  
Economic Rights ◽  
Women's Participation ◽  
Promote Gender Equality ◽  
Key Issues ◽  
Informal Practices ◽  
And Gender ◽  
Policies And Practices

Gender equality has become a central aspect of global governance and development in the twenty-first century. States increasingly promote women in government, ensure women’s economic rights, and protect women from violence, all in the name of creating a more gender-equitable world. This book, however, challenges the idea that such efforts to include more women can actually promote gender equality. Arguing instead that there is a global “add gender and stir” campaign, in which women and gender have become synonymous, this book interrogates why this campaign has not had a greater global impact. Introducing women’s inclusion as an alternative framing to gender equality, this book delves into the data and research on policies and practices promoting women in public over the last forty years. What emerges is a liberal feminist movement to add women to male-dominated institutions that has done little to challenge binary gender—understood as patterns of masculinities and femininities—and often reinforces it instead. Chapters focus on policies and practices in three areas, including promoting women’s participation in government, increasing women’s economic rights, and protecting women from violence. The book uses “analytical gender” to explain why women’s inclusion is not more emancipatory—exploring how poor implementation, informal practices, gender binaries, and intersectionality remain key issues across all efforts of women’s inclusion. Ultimately all of these efforts have been co-opted by global neoliberal institutions in troubling ways, often reinforcing gender differences rather than challenging them.

scholarly journals Systematic Study of Gender, Conflict, and Peace

2018 ◽  
Vol 24 (4) ◽  
Author(s):  
Theodora-Ismene Gizelis
Keyword(s):  
Gender Equality ◽  
Common Ground ◽  
Short Review ◽  
Gender Mainstreaming ◽  
War And Peace ◽  
Gender Conflict ◽  
Women's Participation ◽  
Peace And Conflict ◽  
Promote Gender Equality ◽  
And Gender

AbstractThis article reviews the literature on gender, conflict, and peace. In traditional security studies there was not much room for gender or gender equality, while feminist theorists have claimed most of the research on war and peace. The empirical research on gender, conflict, and peace is a relatively new sub-field that brings together diverse traditions from sociology, feminist theory, international relations, and economic development. The common ground of all researchers included in this short review is the effort to systematically understand the role of gender in shaping outcomes of conflict and peace. Despite the increasing number of articles and new datasets, I identify four areas that scholars must address for the research agenda to further grow, deepen, and develop as part of the mainstream study of peace and conflict: women’s status and quality of peace, women’s participation, sexual violence, and gender mainstreaming to promote gender equality in development and peace.

scholarly journals Walk the Talk

2021 ◽  
Vol 12 (3) ◽  
pp. 444-465
Author(s):  
Klara Goedecke
Keyword(s):  
Gender Equality ◽  
Personal Development ◽  
Gender Justice ◽  
Cultural Representations ◽  
The Past ◽  
The World ◽  
Tv Shows ◽  
And Gender

This article explores two Swedish TV shows centred on close, emotional friendships between men, Våra vänners liv (2010) [Our friends’ lives] and Boys (2015), as examples of postfeminism with a Swedish twist, inspired by Swedish ideologies of gender equality. Explicitly referring to feminism and gender equality, both shows explore what can be considered progressive masculine positions, drawing on ideas about sincerity, authenticity, emotionality and insight in men as central but not easily attained. I discuss portrayals of men as well as their friendships and explore the meanings of race, class and sexuality in the shows. Unlike many US and UK postfeminist representations of bumbling, ironically sexist anti-heroic men, efforts at reaching sincerity and authenticity characterize the protagonists of the shows. Similar to other postfeminist cultural representations, both shows portray political problems as individual ones or, alternatively, as issues that already have been dealt with. For instance, Boys portrays a posthomophobic and postracial Sweden where racism and homophobia are of the past, and both shows portray personal development in individual men aimed at becoming progressive as solutions to problems regarding gender justice. Both shows explore masculine positions that are available and unavailable, comprehensible and incomprehensible in contemporary Sweden, said to be one of the most gender-equal countries of the world. New masculine positions and intimacies between men, incorporating and referring to feminist or gender equality discourses, may be imagined and made available in shows like Våra vänners liv and Boys. However, such references and their consequences must be critically scrutinized.

scholarly journals Regulatory Focus on Higher Secondary School Teachers with Reference to Classroom Climate with Selected Variables – A Study

2021 ◽  
Vol 9 (4) ◽  
pp. 338-340
Author(s):  
Jeyanthi Subrahmanyam
Keyword(s):  
Secondary School ◽  
Regulatory Focus ◽  
Classroom Climate ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Great Influence ◽  
Teaching Experience ◽  
School Teachers ◽  
The Subject ◽  
Analyse Data

Classroom climate is an important factor in the teaching and learning process. Both physical and psychological aspects of the classroom should be conducive to learning. Less number of students, student-teacher ratio and undivided attention of the teachers have a great influence on students’ academic performance. The study is conducted to find out whether gender has any impact on the performance of teachers in classrooms and their qualifications based on the subject they studied have any influence on their teaching. Experience enhances everybody’s learning. So, the teaching experience is an important factor that should be considered in managing a class. This study is done with 150 teachers selected from 10 higher secondary schools from the Kancheepuram district. A simple random technique is used to collect the sample. The teaching experience is classified as below 5 years and above 5 years. The tool, Classroom climate inventory, is standardised by the investigator. T-test and Correlation were used to analyse data.

Feminism in Foreign Policy

2017 ◽  
Author(s):  
Kristen P. Williams
Keyword(s):  
Foreign Policy ◽  
International Relations ◽  
Gender Equality ◽  
Gender Gap ◽  
Women’S Empowerment ◽  
Men And Women ◽  
Women's Participation ◽  
Women’S Representation ◽  
Foreign Policies ◽  
And Gender

The traditional/mainstream international relations (IR) study of foreign policy has primarily focused on state behavior in the international system, examining factors such as the influence of decision-makers’ attitudes and beliefs, regime type, domestic political actors, civil society, norms, culture, and so forth on foreign policy. Much of this research has neglected to address women and gender in the context of studying foreign policy actors, decisions, and outcomes. Given that women are increasingly gaining access to the political process in terms of both formal government positions and informal political activism, and recognition by the international community of women’s roles in peace and war, feminist international relations (IR) scholars have challenged the assumptions and research focus of mainstream IR, including the study of foreign policy. Feminist international relations (IR) scholars have shown that countries with greater gender equality have foreign policies that are less belligerent. How do we account for foreign policies that are explicitly focused on women’s empowerment and gender equality? The main questions motivating the research on feminism in foreign policy are as follows. Is there a gender gap between men and women in terms of foreign policy? If so, what explains the gender gap? Research shows that the evidence is mixed—for example, men and women often agree on foreign policy goals and objectives, but sometimes differ on what actions to take to achieve those goals, primarily whether to use force. In considering where the women are in foreign policy, scholars examine women’s representation and participation in government, as gender equality is related to women’s representation and participation. While an increasing number of women have entered formal politics, whether as heads of state/government, cabinet and ministerial positions, and ambassadorships, for example, women remain underrepresented. The question also arises as to whether and how women’s participation and representation (descriptive and substantive representation) impact foreign policy. Does increased women’s participation and representation lead to a foreign policy focused on “women’s issues” and gender equality? Is a critical mass of women necessary for policies that promote gender equality and women’s empowerment? Finally, what does it mean to have a feminist foreign policy?

Anatomy of women’s participation in small professional unions

2015 ◽  
Vol 39 (1) ◽  
pp. 151-172 ◽  
Author(s):  
Gill Kirton
Keyword(s):  
Gender Equality ◽  
Industrial Relations ◽  
Women's Representation ◽  
Time Poverty ◽  
Women's Participation ◽  
Women’S Representation ◽  
Professional Workers ◽  
Occupational Values ◽  
Probation Service ◽  
And Gender

This article brings the neglected topic of small professional unions into the women and unions literature. In addition to an overview of women’s representation and gender equality strategies in small professional UK unions, it offers a contextually grounded analysis of barriers and enablers of women’s participation in Napo – the union representing professional workers in the probation service. The article identifies several enablers: healthy levels of women’s representation over a long period of time; presence and longevity of gender equality strategies; a strong occupational identity; occupational values that complement those of unionism. However, a highly pressured work environment and hostile industrial relations climate create lived insecurities, work–life imbalance and time poverty, which have constrained women professionals’ union participation.

scholarly journals Gendered Strategies between Democratization and Democratic Reversal: The Curious Case of Turkey

2018 ◽  
Vol 6 (3) ◽  
pp. 101-111 ◽  
Author(s):  
Hürcan Asli Aksoy
Keyword(s):  
Gender Equality ◽  
Research Agenda ◽  
Gender Politics ◽  
Analytical Relation ◽  
Political Agenda ◽  
Women’S Rights ◽  
Justice And Development Party ◽  
Primary Object ◽  
Women's Participation ◽  
And Gender

The processes of democratization or democratic reversal have serious implications for gender equality regimes. Although the gender and transition literature has extensively examined the relation between democratization and gender, it only recently began to question how the changing dynamics of democratic reversal influence gender politics and policies. While women’s participation and representation in the formal arena of politics has been the primary object of theoretical discussions, the research rediscovers the power of the informal arena. To find tentative answers to the newly developing research agenda, this article employs the case of Turkey. To this end, the article examines the gendered strategies of four groups of organized women (feminist, Kurdish, Islamist, and Kemalist women’s organizations) engaged in strengthening women’s rights and gender equality. It first questions how, and to what extent, organized women en<em>gendered </em>democratization process and then sheds lights on the shift in their strategies to respond to the increasingly authoritarian and conservative Islamist political agenda of the ruling Justice and Development Party. Drawing on empirical findings, the article aims to inform the theoretical debates on the analytical relation between democratic reversals and gender rights regimes.

scholarly journals Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 17
Author(s):  
Lilla Bónus ◽  
Erzsébet Antal
Keyword(s):  
Secondary School Teachers ◽  
Educational Games ◽  
Teaching Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Affective Variables ◽  
Belief Scale ◽  
And Gender

This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

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