scholarly journals Comparison Between Chinese and American Elementary Education Through the Lens of Gender

2021 ◽  
Vol 5 (12) ◽  
pp. 189-194
Author(s):  
Ye Li
Keyword(s):  
Elementary Education ◽  
Gender Bias ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
The United States ◽  
Quality Education ◽  
Modern Times ◽  
New Challenges ◽  
And Gender ◽  
K 12

In the era of knowledge economy, education determines the competition of a nation. The United States is famous for its quality education around the world. However, in modern times, new challenges have emerged, especially in K-12 education. Although China highly emphasizes on education, due to its limitation of history and development, there are still many problems that need to be solved. Through the comparison of Chinese and American elementary education, the educational strategy can be refined based on different cultural contexts. It is particularly important to stress on gender issues in elementary education in terms of sociological value. The intangible gender bias still exists in other forms. In other words, it is crucial to create a learning environment with gender equality as a response to current gender issues. This study is mainly carried out by reviewing literatures, and the paper is divided into five parts. With a brief introduction of elementary education and gender consideration, this study compares the Chinese and American elementary education system and gender impact. Then, two research results, as a quantitative data, are discussed in this paper, reflecting how gender stereotypes influence elementary education.

scholarly journals Questioning Racial and Gender Bias in AI-based Recommendations: Do Espoused National Cultural Values Matter?

2021 ◽  
Author(s):  
Manjul Gupta ◽  
Carlos M. Parra ◽  
Denis Dennehy
Keyword(s):  
United States ◽  
Cultural Values ◽  
Gender Bias ◽  
The United States ◽  
Compelling Evidence ◽  
Research Attention ◽  
Academic Literature ◽  
Gender Biases ◽  
Significant Research ◽  
And Gender

AbstractOne realm of AI, recommender systems have attracted significant research attention due to concerns about its devastating effects to society’s most vulnerable and marginalised communities. Both media press and academic literature provide compelling evidence that AI-based recommendations help to perpetuate and exacerbate racial and gender biases. Yet, there is limited knowledge about the extent to which individuals might question AI-based recommendations when perceived as biased. To address this gap in knowledge, we investigate the effects of espoused national cultural values on AI questionability, by examining how individuals might question AI-based recommendations due to perceived racial or gender bias. Data collected from 387 survey respondents in the United States indicate that individuals with espoused national cultural values associated to collectivism, masculinity and uncertainty avoidance are more likely to question biased AI-based recommendations. This study advances understanding of how cultural values affect AI questionability due to perceived bias and it contributes to current academic discourse about the need to hold AI accountable.

scholarly journals Intersecting race and gender stereotypes: Implications for group-level attitudes

2017 ◽  
Vol 21 (8) ◽  
pp. 1172-1184 ◽  
Author(s):  
Curtis E. Phills ◽  
Amanda Williams ◽  
Jennifer M. Wolff ◽  
Ashley Smith ◽  
Rachel Arnold ◽  
...  
Keyword(s):  
Black Men ◽  
Gender Stereotypes ◽  
South Asians ◽  
The United States ◽  
Men And Women ◽  
Race And Gender ◽  
The United Kingdom ◽  
Minority Men ◽  
And Gender ◽  
The Relationship

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

Gender Stereotypes and Gender Preferences in American Politics

2011 ◽  
Author(s):  
Kira Sanbonmatsu ◽  
Kathleen Dolan
Keyword(s):  
Pilot Study ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
Gender Attitudes ◽  
Political Involvement ◽  
Gender Preferences ◽  
Women Candidates ◽  
The Public ◽  
And Gender ◽  
Do So

This chapter analyzes a series of questions related to citizen's attitudes about gender issues. These items are included in the 2006 Pilot Study. The examination of gender stereotypes suggests that many people see few differences in the traits and abilities of women and men, but that those who do perceive differences tend to do so in predictable ways. These new items also demonstrate that gender stereotypes transcend party, although gender and party interact in meaningful ways in some circumstances. The examination of voters' gender preferences for elected officials reveal the importance (or lack thereof) of descriptive representation to voters and the potential for women candidates to mobilize women in the public to greater political involvement. Finally, the analysis of these new items clearly indicates that while they are related to other gender attitudes, gender stereotypes and gender preferences are distinct attitudes held by voters.

Introduction

2019 ◽  
pp. 1-11
Author(s):  
Robert G. Boatright ◽  
Valerie Sperling
Keyword(s):  
Gender Stereotypes ◽  
Gender Issues ◽  
Presidential Campaign ◽  
Presidential Candidate ◽  
Hillary Clinton ◽  
Congressional Campaigns ◽  
Election Process ◽  
2016 Election ◽  
And Gender ◽  
The Impact

The book begins by laying out a story about the impact of the presidential race on the congressional races in 2016. At the center of this story lie two unanticipated developments that characterized the 2016 election. The first of these was the unusual centrality of sexism and gender stereotypes to the presidential race in 2016. In a society that appears, by some measures, to have taken strides toward greater gender equality, what happened in Congressional campaigns when “retrograde” views on gender unexpectedly emerged in the competition for the presidency? The second unexpected occurrence was the nomination of Donald Trump as the Republican Party’s presidential candidate, and the subsequent assumption that he would lose the presidential contest to Hillary Clinton. What impact did this development have on Congressional campaigns? Congressional candidates in the 2016 election found themselves in a fairly novel situation generated by the presidential race: gender issues became central to the presidential campaign, and, in turn, to the entire election process.

College Admissions in the United States

Education ◽  
2013 ◽  
Author(s):  
Patricia McDonough ◽  
Shannon Calderone
Keyword(s):  
Postsecondary Education ◽  
College Admissions ◽  
Educational Aspirations ◽  
The United States ◽  
Strategic Decision ◽  
College Going ◽  
Status Mobility ◽  
And Gender ◽  
K 12 ◽  
Admissions Process

By the simplest of definitions, college admissions represents a process of entry leading to enrollment in some form of postsecondary education—a process that ensures an institution is identified, paperwork is completed, qualifications are confirmed, and the student chooses an institution in which to enroll. This definitional simplicity, however, belies the complex and highly contestable nature of the college admissions process and the role it plays in ongoing debates over social status mobility, merit, and the equitable nature of K–12 schooling opportunities. How college admissions has evolved into a touchstone for such heady debate is in large part the result of a confluence of factors: a well-established correlation between a college degree and lifetime income earnings, a dramatic increase over the past fifty years in the number of students who both aspire and ultimately enroll in some form of postsecondary education, and a desire by colleges to gain greater market advantage through improving their comparative standing, which relies heavily on admissions selectivity, reputation, and alumni giving as well as success in the job market. These demographic and economic shifts have resulted in similar shifts in public sentiment over the value of higher education to future life chances and the conversion of a four-year degree to income earnings over the lifespan. A great body of research has provided insight into the macro- and micro-level forces that mediate postsecondary opportunity. The brief essays and citation lists provided in this article capture some of this complexity by conceptualizing the college admissions process as a field of activity that, as educational researchers have so often argued, contributes to a form of social sorting vis-à-vis the interactions of institutions, individuals, and marketplace forces. This article begins by suggesting that the college admissions process is best characterized as a series of choices related to college going as mediated by race, class, and gender. Also considered in this discussion is the influence of K–12 settings on sustaining (and derailing) educational aspirations. Highlighted research also focuses on the influence of outreach and families on individual college aspirations, institutional strategic decision making that drives the admissions marketplace, as well as the often confounding ways in which business and public policy interests test the standards of fairness via special admissions considerations. Finally, this article offers some key resource options for further study on college admissions and related topics.

Hatchets and Hairbrushes

2014 ◽  
Author(s):  
Kathaleen Boche
Keyword(s):  
United States ◽  
Cold War ◽  
Social Values ◽  
Gender Issues ◽  
The United States ◽  
American Identity ◽  
Social Drama ◽  
And Gender ◽  
The Cold War ◽  
Calamity Jane

This chapter examines dance and gender issues in western musical films in the United States during the Cold War. It explains that most musical films during this period focused on iconic figures of American identity, especially the cowboy and the frontiersman. The chapter utilizes Victor Turner’s theory of social drama to illuminate the ways that musicals functioned within the context of the Cold War. It reviews some of the most popular works, includingAnnie Get Your Gun, Calamity Jane, andSeven Brides for Seven Brothers.This chapter suggests that western musical films reinforced the dominant patriarchal social values regarding gender and family and that the expression of improvisational ingenuity reinforced the gender dichotomy.

scholarly journals Forty Years of Death: The Past, Present, and Future of the Death Penalty in South Carolina (Still Arbitrary after All These Years)

2018 ◽  
Author(s):  
John H. Blume ◽  
Lyndsey S. Vann
Keyword(s):  
South Carolina ◽  
Supreme Court ◽  
Gender Bias ◽  
Death Penalty ◽  
Capital Punishment ◽  
The United States ◽  
The Past ◽  
The Supreme Court ◽  
And Gender ◽  
Looking Back

11 Duke Journal of Constitutional Law & Public Policy 183 (2016)Forty years ago, the Supreme Court of the United States deemed constitutional new death penalty laws intended to minimize the arbitrariness which led the Court to invalidate all capital sentencing statutes four years earlier in Furman v. Georgia. Over the last four decades the Court has — time and again — attempted to regulate the “machinery of death.” Looking back over the Court’s work, many observers, including two current Supreme Court justices, have questioned whether the modern death penalty has lived up to expectations set by the Court in the 1970s or if, despite 40 years of labor, the American death penalty continues to be administered in an unconstitutionally arbitrary manner. This Article presents data from South Carolina’s forty-year experiment with capital punishment and concludes that the administration of the death penalty in that state is still riddled with error and infected with racial and gender bias. It is — in short — still arbitrary after all these years. The authors maintain that the only true cure it to abolish South Carolina’s death penalty, although they do argue that lesser steps including additional safeguards and procedure may limit, but will not eliminate, some of the arbitrariness and bias which are present in the current imposition of South Carolina’s most extreme punishment.

scholarly journals DEVELOPMENT OF LEADERSHIP CAPACITY AND GENDER AWARENESS AS A DIRECTION OF STRATEGIC COMMUNICATIONS OF NATIONAL ACADEMY OF THE NATIONAL GUARD

2020 ◽  
Vol 2 (36) ◽  
pp. 15-20
Author(s):  
P. Tkach ◽  
◽  
Kh. Boichuk ◽  
Keyword(s):  
Gender Equality ◽  
Gender Stereotypes ◽  
Physical Training ◽  
National Guard ◽  
Gender Issues ◽  
Strategic Communications ◽  
Leadership Potential ◽  
Gender Awareness ◽  
And Gender ◽  
Training Modules

The article analyzes the implementation of the author's mentoring project by Khrystyna Boychuk #ТІЩОЗМОГЛИ within the strategic communications of National Academy of the National Guard of Ukraine. The project aims to maintain the image of the National Guard of Ukraine by building leadership potential and gender awareness among young men and women who plan to link their future with service in the security and defense sector of Ukraine. The aim of the study was to identify the features of the development of leadership potential and gender awareness in the process of implementing a mentoring set. The #ТІЩОЗМОГЛИ project is a mentoring platform designed to educate modern leaders. The project aims to develop leadership potential in students, including students with enhanced military and physical training, by providing them with basic tools to combat gender and other types of discrimination and skills that will help in the future to adequately respond to social challenges related to gender stereotypes. The first implementation of the project #ТІЩОЗМОГЛИ was carried out on the basis of National Academy of the National Guard of Ukraine, where a training program was conducted based on the main module on gender equality and 2 training modules - legal and leadership, which previously integrated the principles of gender equality. The aim was to demonstrate the possibilities of non-formal education with an integrated aspect of gender equality, as well as inclusiveness and tolerance. The second implementation of the #ТІЩОЗМОГЛИ project envisaged an increase in the target audience and took place on the basis of educational institutions with enhanced military and physical training in Kharkiv in five stages: acquaintance with the program, gender aspects of military service, legal course, leadership course and public speaking course. The results of these courses were evaluated using a survey conducted at the beginning of the training modules and after their completion. These surveys showed how much the participants' knowledge of gender issues has increased. An important result of the training modules, as the survey showed, was that the project drew students' attention to the importance of developing leadership potential and the ability to consciously approach the formulation of goals and make choices for future self-realization. As the information support of the project is an important component of the strategic communications of the National Academy of the National Guard of Ukraine, information about the implementation of the #ТІЩОЗМОГЛИ project was disseminated on various Internet resources. The approbation of the project #ТІЩОЗМОГЛИ as a direction of the strategic communications of National Academy of the National Guard of Ukraine showed the relevance of the topic and the interest of the target audience. The mentoring project resulted in the development of participants' leadership potential, raising awareness of gender issues, overcoming gender stereotypes and establishing harmonious communication between girls and boys, based on respect, non-discrimination, equality and mutual understanding.

scholarly journals Students’ Sense and Sensibilities. An Exploratory Study of Gender Perceptions At Romania’s Largest University

2020 ◽  
pp. 5-24
Author(s):  
Alexandra Columban ◽  
Mihail Buse ◽  
Cornelia Macarie
Keyword(s):  
Sexual Harassment ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Exploratory Study ◽  
Gender Issues ◽  
Gender Based Violence ◽  
Four Dimensions ◽  
Gender Perceptions ◽  
Gender Based ◽  
And Gender

Academia is one of the main hubs for promoting gender equality and non-discrimination, yet very few programs in Romania actively tackle the topic. An assessment of students’ perceptions is thus necessary in order to identify the level of awareness around gender issues and potential barriers hindering an inclusive academic environment. The present exploratory study aims to fill this gap by providing information on four dimensions of gender equality: attitudes towards gender equality, prevalence of gender stereotypes, gender-based violence and sexual harassment, and gender-based discrimination. The questionnaire was applied online and offline between October 2018 and March 2019 to 275 students enrolled in Bachelor, Master and Doctoral studies at BabeșBolyai University, Cluj-Napoca. The study found that students had a rather high awareness about gender issues in general and held favorable views towards gender equality and its enforcement. However, female students were more prone to stereotype, claiming more traits for themselves, and were more likely than their male counterparts to experience sexual harassment and discrimination regarding professional promotion. A series of implications for practitioners and recommendations are also discussed.

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