scholarly journals Gender Bias in the Classroom: Strategies for Instructors that Tackle Sexism and Gender Bias

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Amanda Garcia
Keyword(s):  
Gender Bias ◽  
Classroom Environment ◽  
Female Students ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
University Campuses ◽  
Self Confidence ◽  
Inclusive Learning ◽  
And Gender ◽  
Interactive Workshop

Sexism and gender bias can be a common experience for women on university campuses. Facing these types of discrimination has been shown to result in negative academic outcomes, a reduction in the satisfaction of academic pursuits, and lowered self-confidence in female students (Logel et al., 2009; Morris & Daniel, 2008). Within this climate, course instructors are well poised to be part of the solution by creating and fostering an inclusive space in their classrooms. This interactive workshop focuses on promoting a gender inclusive learning environment within the university classroom context. Participants will learn to describe the effects of gender bias on female students, to identify sexism and gender bias in their many forms, and to apply a range of strategies to create and promote an inclusive classroom environment.

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

Obstetrics and birth: effects of experiences and gender bias on student test scores

2021 ◽  
Vol 11 (1) ◽  
pp. 27-33
Author(s):  
Glen Keating ◽  
Amy Marsh ◽  
Adisack Nhouyvanisvong ◽  
Steven Mountfort ◽  
Ron Lawler
Keyword(s):  
Gender Bias ◽  
Test Scores ◽  
Female Students ◽  
Sex Bias ◽  
Individual Student ◽  
Male And Female ◽  
Skills Laboratory ◽  
Minimal Difference ◽  
And Gender ◽  
Using Data

Objectives: Paramedic education requires all students have the experience of attending childbirth. Obstetric (OB) experiences are limited for students in hospitals and even more so in the field. Gender bias may exist in hospital OB rotations for paramedic students but research on this is limited. This study is intended to examine whether a sex bias exists in field or hospital placements and if that bias correlates to OB test scores. Methods: Using data from Fisdap, numbers of OB experiences were analysed and compared to individual student sex and experience type (hospital clinical, field or skills laboratory). The number of experiences were compared to that student's score on the OB section of the Fisdap paramedic readiness examinations version 3 (PRE3) or version 4 (PRE4). Results: Of 12 090 paramedic students, male (n=5625) and female (n=2682) students who took the PRE3 had equal average scores of 0.76 and male (n=2498) and female (n=1285) students who took the PRE4 had average scores of 0.77 and 0.79 respectively. Students who took the PRE3 saw a mean of 4.32 births, a majority of which were in hospital (3.68); there was minimal difference in experiences between male and female students in field or skills laboratory settings, but women saw more births in hospital settings (3.92) than men (3.43). Students who took the PRE4 saw a mean of 4.54 births, a majority of which were in hospital (3.8) and there was minimal difference in experiences between male and female students in field or laboratory settings but women students saw more births in hospital (4.06) than men (3.54). Conclusions There is no correlation between the number of OB emergency encounters by paramedic students and their OB test scores. However, a potential gender bias exists as female students tend to have more labour and birth experiences in hospital settings than their male counterparts, while number of experiences in lab and field settings were similar.

scholarly journals Reading Literacy, Mathematical Literacy, and Self-Confidence of Junior High School Students in Singkawang

2020 ◽  
Vol 5 (2) ◽  
pp. 253
Author(s):  
Nurul Husna ◽  
Zulfahita Zulfahita ◽  
Sri Mulyani ◽  
Md. Shahinoor Rahman
Keyword(s):  
Information Processing ◽  
Female Students ◽  
Literacy Skills ◽  
Male Students ◽  
Reading Literacy ◽  
Mathematical Literacy ◽  
Self Confidence ◽  
Accredited Schools ◽  
Processing Information ◽  
And Gender

Literacy skills are very important abilities for students and are being encouraged to do so as a necessary prerequisite for lifelong learning. Because literacy skills are abilities that can be used to empower and improve the quality of individuals, families, communities, and countries. This study aims to (1) describe students' reading literacy and mathematical literacy skills based on the level of self-confidence of students in schools accredited A and B, as well as male and female students; (2) to test the comparability of reading literacy, mathematical literacy, and self-confidence based on the level of school accreditation and gender. The research method used in this research is descriptive quantitative. The sample in this study was selected using cluster sampling. The sample consisted of two public schools accredited A and B, and two private schools accredited A and B. The instruments in this study were reading literacy questions, mathematical literacy questions, student self-confidence questionnaires, and interview guidelines. The conclusions in this research are: (1) the descriptions are: (a) For schools with A accreditation, only confident students can process gathering information, processing information, and communicating information on reading literacy, while for mathematical literacy students who are confident can carry out the process Devising Strategies for Solving Problems indicators. For schools with B accreditation, students who are confident, confident enough, and less confident have carried out all the reading literacy processes, but there are still some mistakes and not according to the concept, while for mathematical literacy, students who are confident and confident enough can carry out process indicator Devising Strategies for Solving Problems. (b) For male students and female students who are confident, confident enough, and less confident to carry out the process of gathering information, processing information, and communicating information on reading literacy but still make some mistakes and do not fit the concept. As for mathematical literacy, confident female students can carry out the Communication process and Devising Strategies for Solving Problems. (2) For the comparison test, namely: (a) There is no difference in reading literacy between students from A and B accredited schools; (b) There are differences in mathematical literacy between students from A and B accredited schools; (c) There are differences in reading literacy and mathematical literacy between male students and female students; (d) There is no level of student confidence based on school accreditation and gender.

Structured learning environments are required to promote equitable participation

2019 ◽  
Vol 20 (1) ◽  
pp. 197-203 ◽  
Author(s):  
Connor Neill ◽  
Sehoya Cotner ◽  
Michelle Driessen ◽  
Cissy J. Ballen
Keyword(s):  
Learning Environments ◽  
Gender Bias ◽  
Student Teaching ◽  
Classroom Environment ◽  
Male Students ◽  
Structured Learning ◽  
Inclusive Classroom ◽  
Introductory Chemistry ◽  
Participation Of Women ◽  
Verbal Participation

It is critical that we understand and address features of learning environments that encumber students historically underrepresented in STEM fields. Here we consider social elements of group work that can either support or impede learning. We tracked gender-bias in student–teaching assistant (TA) interactions in 184 small groups across 27 introductory chemistry laboratories in fall 2017. We demonstrate that in some environments male students interacted with TAs disproportionately more than female students. To promote verbal participation of women in introductory chemistry courses, we advocate for improved TA training programs that teach a host of equitable teaching strategies to enhance the climate of the classrooms and consequently, improve learning. Fostering a structured, inclusive classroom environment is the first step towards achieving equity more broadly across STEM.

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

2019 ◽  
Vol 19 (4) ◽  
Author(s):  
Dania V. Francis ◽  
Angela C. M. de Oliveira ◽  
Carey Dimmitt
Keyword(s):  
High School ◽  
School Counselors ◽  
Gender Bias ◽  
Female Students ◽  
Black Female ◽  
Policy Implications ◽  
Race And Gender ◽  
Ap Calculus ◽  
And Gender ◽  
Advanced Coursework

Abstract In this paper, we seek to understand minority and female underrepresentation in advanced STEM courses in high school by investigating whether school counselors exhibit racial or gender bias during the course assignment process. Using an adapted audit study, we asked a sample of school counselors to evaluate student transcripts that were identical except for the names on the transcripts, which were varied randomly to suggestively represent a chosen race and gender combination. Our results indicate that black female students were less likely to be recommended for AP Calculus and were rated as being the least prepared. Our results have policy implications for any program that asks individuals to make recommendations that may be subject to bias – whether conscious or unconscious.

scholarly journals A Content Analysis of Gender Bias in When English Rings A Bell Textbooks

2019 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Lisa Julianti ◽  
Ikhsanudin Ikhsanudin ◽  
Yohanes Gatot Sutapa Y
Keyword(s):  
High School Students ◽  
Gender Bias ◽  
Junior High School ◽  
Female Students ◽  
Ministry Of Education ◽  
School Students ◽  
Occupational Role ◽  
Generic Construction ◽  
And Gender ◽  
Gender Specific

This thesis reports on the gender bias contained in English e-textbook for junior high school students provided by the ministry of education. The study used a framework proposed by Porreca (1984) as guidance. The framework is distinctive because it examines the problem of gender representation contained in textbook. Based on the framework the study focused on gender visibility in text and illustration, gender firstness, occupational role, gender neutral nouns and gender specific nouns, masculine generic construction, and adjectives. The finding reveals that although there is an effort to avoid gender bias, females are still represented traditionally in some categories. When females are portrayed traditionally in the textbook, students develop a stereotype view towards female students.

SENSITIVITAS ETIS MAHASISWA ATAS PENGGELAPAN PAJAK

2017 ◽  
Vol 8 (2) ◽  
pp. 178-195
Author(s):  
Nurma Risa
Keyword(s):  
Tax Evasion ◽  
Female Students ◽  
T Test ◽  
Study Program ◽  
Male And Female ◽  
Political Sciences ◽  
Significant Difference ◽  
The Subject ◽  
And Gender ◽  
Management Students

This study aims to prove that there is a difference of perception about ethics on tax evasion in UNISMA Bekasi students, based on selected study program and gender. The sample of this research is the students who have fulfilled the subject of taxation, at the Faculty of Economics (FE) and Faculty of Social and Political Sciences (FISIP). Using independent t-test, the results showed that there was no significant difference of perception about tax evasion ethics between FE and FISIP students. But significant differences the perception of tax evasion ethics occur between accounting and management students at FE. Significant differences also did not occur between male and female students

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