scholarly journals LIMITED GENDER KNOWLEDGE OF ELEMENTARY SCHOOL’S TEACHERS :A CASE STUDY OF 20 TEACHERS OF SDN 28 DAN 43 RAWANG TIMUR PADANG, WEST SUMATERA

2019 ◽  
Vol 2 (2) ◽  
pp. 77
Author(s):  
Selinaswati Selinaswati
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
Sex And Gender ◽  
Socialization Process ◽  
Gender Biases ◽  
Gender Awareness ◽  
And Gender ◽  
Gender Knowledge ◽  
Gender Concept ◽  
Lack Of Knowledge

<p><em>This research aims to describe the lack of gender knowledge of 20 teachers in two primary schools in Padang. It is assumed that teachers in primary schools are important to have gender knowledge. This is because primary schools is the basic education for pupils in building their character and constructing their mindset, especially mindset with gender awareness and gender sensitivity attitude. Thus teachers without gender bias and lack of gender knowledge plays an important role for widely spread the gender sensitivity and gender awareness in order to fight the bias gender and discrimination against women.   The research takes qualitative method by using in-depth interview and distribute questioner toward 20 teachers in 2 primary schools. The result showed that most teacher in these two primary schools have lack of knowledge about gender concept and kind of difficult to make different among the definition of sex  and gender concept. This lack of knowledge to some extent affected the learning process with several gender biases in facing their pupils in the school activities. It is recommended in increasing the socialization process of gender knowledge around primary school’s teachers.</em></p><p>Penelitian ini bertujuan untuk mendeskripsikan kurangnya pengetahuan gender dari 20 guru di dua sekolah dasar di Padang. Diasumsikan bahwa guru di sekolah dasar penting untuk memiliki pengetahuan gender. Ini karena sekolah dasar adalah pendidikan dasar bagi siswa dalam membangun karakter mereka dan membangun pola pikir mereka, terutama pola pikir dengan kesadaran gender dan sikap sensitivitas gender. Jadi guru tanpa bias gender dan kurangnya pengetahuan gender memainkan peran penting untuk menyebarkan kepekaan gender dan kesadaran gender secara luas untuk melawan bias gender dan diskriminasi terhadap perempuan. Penelitian ini menggunakan metode kualitatif dengan menggunakan wawancara mendalam dan mendistribusikan kuesioner kepada 20 guru di 2 sekolah dasar. Hasil penelitian menunjukkan bahwa sebagian besar guru di kedua sekolah dasar ini kurang memiliki pengetahuan tentang konsep gender dan agak sulit untuk membedakan antara definisi jenis kelamin dan konsep gender. Kurangnya pengetahuan sampai batas tertentu mempengaruhi proses pembelajaran dengan beberapa bias gender dalam menghadapi murid-murid mereka dalam kegiatan sekolah. Disarankan dalam meningkatkan proses sosialisasi pengetahuan gender di sekitar guru sekolah dasar.</p><p><strong><em>Keyword: </em></strong><em>Gender, knowledge, elementary school.</em></p>

scholarly journals LIMITED GENDER KNOWLEDGE OF ELEMENTARY SCHOOL’S TEACHERS: A CASE STUDY OF 20 TEACHERS OF SDN 28 DAN 43 RAWANG TIMUR PADANG, WEST SUMATERA)

2019 ◽  
Author(s):  
Selinaswati Selinaswati
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Basic Education ◽  
Sex And Gender ◽  
Socialization Process ◽  
Gender Awareness ◽  
And Gender ◽  
Gender Knowledge ◽  
Gender Concept ◽  
Lack Of Knowledge

This research aims to describe the lack of gender knowledge of 20 teachers in two primary schools in Padang. It is assumed that teachers in primary schools are important to have gender knowledge. This is because primary schools are the basic education for pupils in building their character and constructing their mindset, especially mindset with gender awareness and gender sensitivity attitude. Thus during learning process, teachers without gender bias and lack of gender knowledge may widely spread the gender sensitivity and gender awareness in order to fight the bias gender and discrimination against women. The research takes qualitative method by using in-depth interview and distribute questioner toward 20 teachers in 2 primary schools. The result showed that most teachers in these two elementary schools lack of knowledge about gender concept. They seem likely difficult to make different among the definition of sex and gender concept. This lack of knowledge to some extent affected the learning process such as prefer to choose boys as chairman in the class, separate boys and girls in several activities. It is recommended in increasing the socialization process of gender knowledge around primary school’s teachers.

Making military and Veteran women (in)visible: The continuity of gendered experiences in military-to-civilian transition

2021 ◽  
Author(s):  
Maya Eichler
Keyword(s):  
Military Service ◽  
Women Veterans ◽  
Military Women ◽  
Sex And Gender ◽  
Civilian Life ◽  
Gender Biases ◽  
Care And Support ◽  
And Gender ◽  
Set Up ◽  
The Military

LAY SUMMARY This study explores how gender and sex shape the military-to-civilian transition (MCT) for women. Thirty-three Canadian women Veterans were interviewed about their military service and post-military life. MCT research often emphasizes discontinuities between military and civilian life, but women’s accounts highlight continuities in gendered experiences. Military women are expected to fit the male norm and masculine ideal of the military member during service, but they are rarely recognized as Veterans after service. Women experience invisibility as military member and Veterans and simultaneously hypervisibility as (ex)military women who do not fit military or civilian gender norms. Gendered expectations of women as spouses and mothers exert an undue burden on them as serving members and as Veterans undergoing MCT. Women encounter care and support systems set up on the normative assumption of the military and Veteran man supported by a female spouse. The study findings point to a needed re-design of military and Veteran systems to remove sex and gender biases and better respond to the sex- and gender-specific MCT needs of women.

scholarly journals PROJETO GÊNERO E DIVERSIDADE NA ESCOLA: A GENDERED APPROACH ON THE PROJECT

2019 ◽  
Vol 49 (173) ◽  
pp. 226-243
Author(s):  
Priscila Gomes Dornelles ◽  
Ileana Wenetz
Keyword(s):  
Teacher Training ◽  
Cultural Diversity ◽  
Basic Education ◽  
Cultural Analysis ◽  
Feminist Studies ◽  
Diversity Education ◽  
Sex And Gender ◽  
Education Teacher ◽  
Training Policy ◽  
And Gender

Abstract This paper is based on feminist studies from a post-structuralist perspective and it aims to discuss how categories such as gender and diversity are conceptually and methodologically added in the agenda of basic education teacher training policy based on education for diversity, titled Projeto Gênero e Diversidade na Escola [Gender and Diversity in School Project] (GDE). Four GDE guiding documents between 2007 and 2011 were analyzed. A cultural analysis was carried out to argue about the unintelligibility of gender and diversity education proposed by organized politics based on how sexual and cultural diversity are treated, as well as sex and gender binarism. Its limits and potentialities were tested as a State-based agenda for a certain purpose and governance at the expense of the production of (un)viable bodies.

scholarly journals Exposition Of Gender Awareness In Primary Textbooks Of Punjab: Gendered Content Analysis

2018 ◽  
Vol 16 (1) ◽  
pp. 37-56
Author(s):  
Farah Adil ◽  
Shehla A. Yasin
Keyword(s):  
Content Analysis ◽  
School Psychologists ◽  
Role Models ◽  
Pictorial Representation ◽  
Primary Level ◽  
Socially Constructed ◽  
Gender Biases ◽  
Gender Awareness ◽  
And Gender ◽  
The Impact

Gender is a socially constructed phenomenon through which a society assigns certain roles, behaviors, activities, and attributes to men and women. Usually children develop their gender identities and learn what being male or female meant, between the ages of 3 to 7years. These concepts been taught by society through socialization which includes various agents of socialization and learning. After parents schools are most influential agents of socialization where students learn from peers, teachers and books. Text books have a long-lasting impact on students’ interpersonal development and provide role models for children in defining standards for feminine and masculine behaviors. Considering the impact of textbooks on child development; this study was designed to review how gender is represented in the texts and how the themes of stories and pictures in text books are presenting gender awareness? The sample of the research was Urdu textbooks of primary level (1-5) being taught in schools of the Punjab. We used content analysis to find out the concepts about gender awareness and also calculated the frequencies of pictures presenting gender ratio in concepts of the textbooks. The results showed gender biases in the content of the textbooks and lack of the content that promote gender awareness among primary level students. Male gender is over represented and stereotypical beliefs prevail in pictorial representation as males being shown as doctors and females as housewives. It is suggested to involve gender specialists, school psychologists and educators in developing curriculum to integrate gender perspective and gender awareness at all levels and to eliminate gender biases in textbooks so that to develop an equitable society.

Gender matters: From L1 grammar to L2 semantics

2016 ◽  
Vol 21 (1) ◽  
pp. 13-31 ◽  
Author(s):  
SVETLANA V. COOK
Keyword(s):  
Language Learning ◽  
Gender Bias ◽  
Grammatical Gender ◽  
Sex And Gender ◽  
Gender Assignment ◽  
Gendered Language ◽  
Bilingual Speakers ◽  
Gender Biases ◽  
Bilingual Processing ◽  
And Gender

The study investigates the effects of grammatical gender on bilingual processing. Native speakers of Russian (a gendered language) learning English and monolingual English controls performed a self-paced reading task in English (a non-gendered language). As predicted, bilingual speakers showed delayed latencies to gendered pronouns (he or she) that were incongruent with the noun's grammatical gender in Russian, indicating that first language (L1) grammatical gender assignment can be interpreted as biological gender in nonnative (L2) processing. The L1 gender bias was only found in sentences containing animate, but not inanimate, nouns. These results speak against the syntactic mechanism being solely responsible for gender biases, but rather support a semantic transfer account due to coactivation of linguistic and conceptual features as proposed in the sex and gender hypothesis (SAGH, Vigliocco, Vinson, Paganelli & Dworzynski, 2005). Overall, the study provides clear evidence for the L1 grammatical gender bias in bilingual processing, albeit constrained by animacy.

scholarly journals Sex and Gender Bias in Covid-19 Clinical Case Reports

2021 ◽  
Vol 2 ◽  
Author(s):  
Aysha E. Salter-Volz ◽  
Abigail Oyasu ◽  
Chen Yeh ◽  
Lutfiyya N. Muhammad ◽  
Nicole C. Woitowich
Keyword(s):  
Large Scale ◽  
Clinical Case ◽  
Case Reports ◽  
Clinical Information ◽  
Relevant Information ◽  
Physiological System ◽  
Sex And Gender ◽  
Treatment Protocols ◽  
Gender Biases ◽  
And Gender

Clinical case reports circulate relevant information regarding disease presentation and describe treatment protocols, particularly for novel conditions. In the early months of the Covid-19 pandemic, case reports provided key insights into the pathophysiology and sequelae associated with Covid-19 infection and described treatment mechanisms and outcomes. However, case reports are often subject to selection bias due to their singular nature. To better understand how selection biases may have influenced Covid-19-releated case reports, we conducted a bibliometric analysis of Covid-19-releated case reports published in high impact journals from January 1 to June 1, 2020. Case reports were coded for patient sex, country of institutional affiliation, physiological system, and first and last author gender. Of 494 total case reports, 45% (n = 221) of patients were male, 30% (n = 146) were female, and 25% (n = 124) included both sexes. Ratios of male-only to female-only case reports varied by physiological system. The majority of case reports had male first (61%, n = 302) and last (70%, n = 340) authors. Case reports with male last authors were more likely to describe male patients [X2 (2, n = 465) = 6.6, p = 0.037], while case reports with female last authors were more likely to include patients of both sexes [OR = 1.918 (95% CI = 1.163–3.16)]. Despite a limited sample size, these data reflect emerging research on sex-differences in the physiological presentation and impact of Covid-19 and parallel large-scale trends in authorship patterns. Ultimately, this work highlights potential biases in the dissemination of clinical information via case reports and underscores the inextricable influences of sex and gender biases within biomedicine.

scholarly journals Integrating Sex/Gender into Environmental Health Research: Development of a Conceptual Framework

2021 ◽  
Vol 18 (22) ◽  
pp. 12118
Author(s):  
Gabriele Bolte ◽  
Katharina Jacke ◽  
Katrin Groth ◽  
Ute Kraus ◽  
Lisa Dandolo ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Environmental Health ◽  
Health Research ◽  
Health Science ◽  
Sex And Gender ◽  
Theoretical Concepts ◽  
Environmental Health Research ◽  
Starting Point ◽  
And Gender ◽  
Gender Concept

There is a growing awareness about the need to comprehensively integrate sex and gender into health research in order to enhance the validity and significance of research results. An in-depth consideration of differential exposures and vulnerability is lacking, especially within environmental risk assessment. Thus, the interdisciplinary team of the collaborative research project INGER (integrating gender into environmental health research) aimed to develop a multidimensional sex/gender concept as a theoretically grounded starting point for the operationalization of sex and gender in quantitative (environmental) health research. The iterative development process was based on gender theoretical and health science approaches and was inspired by previously published concepts or models of sex- and gender-related dimensions. The INGER sex/gender concept fulfills the four theoretically established prerequisites for comprehensively investigating sex and gender aspects in population health research: multidimensionality, variety, embodiment, and intersectionality. The theoretical foundation of INGER’s multidimensional sex/gender concept will be laid out, as well as recent sex/gender conceptualization developments in health sciences. In conclusion, by building upon the latest state of research of several disciplines, the conceptual framework will significantly contribute to integrating gender theoretical concepts into (environmental) health research, improving the validity of research and, thus, supporting the promotion of health equity in the long term.

Sex and Gender

ASHA Leader ◽  
2018 ◽  
Vol 23 (2) ◽  
pp. 4-4
Keyword(s):  
Sex And Gender ◽  
And Gender

The Self-Description Questionnaire-1: A Lithuanian Application

1995 ◽  
Vol 11 (1) ◽  
pp. 41-51 ◽  
Author(s):  
David Watkins ◽  
Anne McCreary Juhasz ◽  
Aldona Walker ◽  
Nijole Janvlaitiene
Keyword(s):  
Eastern Europe ◽  
Factor Structure ◽  
Response Bias ◽  
Internal Consistency ◽  
Self Esteem ◽  
Cultural Dimensions ◽  
The Self ◽  
Nigerian Children ◽  
Gender Biases ◽  
And Gender

Analysis of the responses of 139 male and 83 female Lithuanian 12-14 year-olds to a translation of the Self-Description Questionnaire-1 (SDQ-1; Marsh, 1988 ) supported the internal consistency and factor structure of this instrument. Some evidence of a “positivity” response bias was found, however. Comparison of the Lithuanian responses to those of like-aged Australian, Chinese, Filipino, Nepalese, and Nigerian children indicated the Lithuanians tended to report rather lower self-esteem. The Lithuanian males also tended to report lower self-esteem than their female peers. Interpretation of the results are considered in terms of reactions to the recent upheavals in Eastern Europe, stable cultural dimensions, and possible cultural and gender biases in the items of the SDQ-1.

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