scholarly journals Gender Equality Policies and Gender Mindset in Kosovo

2021 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Kimete Canaj
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Tertiary Education ◽  
Academic Staff ◽  
Gender Inequalities ◽  
Education Politics ◽  
Traditional Gender Roles ◽  
Management Positions ◽  
Vertical Segregation ◽  
And Gender

This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011

scholarly journals Gender Inequalities in Higher Education. Evidence from the “Partium” Region

2012 ◽  
Vol 3 (1) ◽  
pp. 3-34
Author(s):  
Hajnalka Fényes
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Empirical Research ◽  
Social Mobility ◽  
Tertiary Education ◽  
European Region ◽  
Gender Inequalities ◽  
Eastern European ◽  
Vertical Segregation ◽  
Two Stages

In this paper, the vertical segregation in tertiary education is investigated by gender (the percentage of boys and girls in Bachelor’s and Master’s training is compared) first. Then the differences in social mobility are examined by gender in higher education. Finally, the acquired cultural capital of students is compared by gender. The research is based on new quantitative empirical research in a borderland Central - Eastern - European region, called “Partium”. Our results show that the vertical segregation at the two stages of tertiary education can not be detected, and the advantage of girls in participation is even larger in Master’s training than in Bachelor’s training in the “Partium” region. Furthermore, girls’ social mobility is higher at both stages of the training (but in Master’s training their advantage is slightly smaller). Finally, the girls’ acquired cultural capital is superior to the boys’ in accordance with the literature (but boys are in the lead in using ICT). Overall, our results show that boys are in a disadvantageous situation in tertiary education concerning several aspects.

scholarly journals MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POS-SIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA

2014 ◽  
Vol 60 (1) ◽  
pp. 101-113
Author(s):  
Sabine Klinger ◽  
Ines Findenig
Keyword(s):  
Higher Education ◽  
University Students ◽  
Gender Equality ◽  
Gender Issues ◽  
Gender Inequalities ◽  
Educational Science ◽  
Empirical Survey ◽  
Wide Range ◽  
And Gender ◽  
Educational Studies

Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gender issues do have a long tradition, even if not always thematised as such. The curriculum of educational science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among educational students and regarding to a “new deal for young women” (McRobbie 2009), which may influence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative empirical survey composed of four group discussions carried out with 14 university students of educational studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes. Key words: gender, de-examination of gender issues, higher education, university students

Narrative Identities and the Egalitarian Norm Among Hungarian Elite Couples

2017 ◽  
Vol 39 (7) ◽  
pp. 2107-2130 ◽  
Author(s):  
Bernadett Csurgó ◽  
Luca Kristóf
Keyword(s):  
Content Analysis ◽  
Gender Equality ◽  
Family Life ◽  
Qualitative Content Analysis ◽  
Gender Inequalities ◽  
Individual Interviews ◽  
Cultural Elite ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Political Economic

Our article aims to study the attitudes of the elite to family life and gender equality. This is a social group who still experiences significant gender imbalances. We focus on attitudes to family life, which has thus far been underresearched in elite literature. With the help of the analysis of 34 individual interviews with members of the Hungarian political, economic, and cultural elite, we identify and present three types of narrative identities: dominant, deferential, and egalitarian. The main finding from our qualitative content analysis is that egalitarian partnership norms which were discussed in every narrative and gender equality appear in most cases as a norm among the elite. However, there is a narrative tension between this norm and the couples’ actual experiences of their family life. We conclude our article with some comments on how the ideology of egalitarian essentialism strengthens gender inequalities reinforcing the underrepresentation of women in elite positions.

scholarly journals Quotas and Gender Competence: Independent or Complementary Approaches to Gender Equality?

2021 ◽  
Vol 6 ◽  
Author(s):  
Angela Wroblewski
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Cultural Change ◽  
Critical Discussion ◽  
Successful Implementation ◽  
Ministry Of Education ◽  
Female Representation ◽  
Paradoxical Situation ◽  
Short Period ◽  
And Gender

Austrian gender equality policy in higher education is characterized by the successful implementation of a comprehensive set of gender equality policies and persistent gender imbalances. After the introduction of a legal quota for university bodies, for instance, female representation in decision-making bodies increased significantly within a short period of time. However, this did not lead to a cultural change or the abolishment of barriers to women’s careers. Research has attributed this paradoxical situation to a lack of reflexivity because the current gender equality policies do not force institutions or individuals to challenge traditional practices, which are perceived to be merit-based and therefore gender neutral. To overcome this paradox, the Austrian Federal Ministry of Education, Science, and Research launched a policy process aimed at strengthening gender competence in all higher education processes—management, administration, teaching, and research. This paper provides a critical discussion of the Austrian quota regulation and its implementation. It also introduces the concept of gender competence and outlines the underlying assumptions as to why the new policy is expected to contribute to change. Following a critical reflection on these assumptions, the paper also discusses how existing steering instruments have to be adapted to support individual and institutional reflexivity.

scholarly journals Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Elementary School ◽  
Early Childhood ◽  
Student Teachers ◽  
Gender Equality ◽  
Education Institution ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

Gender Inequality in Work Organizations

2021 ◽  
pp. 75-99
Author(s):  
Safak Oz Aktepe
Keyword(s):  
Gender Equality ◽  
Gender Inequality ◽  
The Other ◽  
Gender Inequalities ◽  
Work Organizations ◽  
Hrm Practices ◽  
Gender Diverse ◽  
And Gender ◽  
The Relationship ◽  
Two Sides

In this chapter, the author aims to present, through a review of literature, that the gender equality assumption of the human resource management (HRM) approach is not taken for granted. It seems there exist two sides of the same coin, one representing the HRM approach and the other representing the gendered approach to HRM practices. This chapter reviews HRM practices in work organizations as the potential facilitator of gender inequalities in organizations. In addition, the contentious function of HRM practices in maintaining gender inequalities within work organizations is reviewed. In spite of knowing the implication of HRM practices on being a gender-diverse organization, there remain few studies on the relationship between HRM practices and gender inequality in work organizations. Such research will add a different perspective to HRM practices and contribute to the awareness related to the gendered nature of organizations and their organizational practices.

scholarly journals Gender Inequalities and Social Sustainability. Can Modernization Diminish the Gender Gap in Political Knowledge?

2020 ◽  
Vol 12 (8) ◽  
pp. 3143 ◽  
Author(s):  
Rosa Roig ◽  
Cristina Aybar ◽  
Jose M. Pavía
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Classical Problem ◽  
Political Knowledge ◽  
Development Theory ◽  
Gender Inequalities ◽  
Human Right ◽  
Cultural Attitudes ◽  
And Gender ◽  
Survey Responses

The gender gap in political knowledge is a classical problem of Western democracies. In the 21st century, political knowledge is still unequally distributed between men and women, as many cross-section studies have shown. This is an indicator of women’s disempowerment and the distance which remains to be covered to achieve an inclusive and sustainable society. Could public policies and gender equality laws change the situation? Using a longitudinal database in which 600,000 survey responses are analysed from 1996 to 2017, this case study of Spain aims to shed some light on this question. It combines sociological and political approaches in line with the development theory of the gender gap of Inglehart and Norris (2000, 2003), whose core argument is that modernization changes cultural attitudes toward gender equality. From this perspective, this paper proposes the following hypothesis: the modernization process of Spain (from a dictatorship to a democracy) has given rise to changes in traditional sex roles, driving women‘s access to political knowledge and diminishing the gender gap. This is a step towards achieving objective number 5 of the 2030 United Nations Agenda for Sustainable Development (gender equality and empowerment of women and girls), according to which gender equality is not only a fundamental human right but a necessary foundation for a peaceful, prosperous and sustainable world.

scholarly journals Rohana Kuddus: Gender Dan Gerakan Sosial-Politik

2021 ◽  
Vol 1 (2) ◽  
pp. 59
Author(s):  
Soraya Oktarina
Keyword(s):  
Gender Equality ◽  
Research Methods ◽  
19Th Century ◽  
The Internet ◽  
Political Movements ◽  
Education Politics ◽  
West Sumatra ◽  
And Gender ◽  
The 19Th Century

Emancipation and Gender Equality became a hot issue in the 20s. Women are judged to be entitled to the same rights as men in education, politics, economics, and others. Rohanna Kuddus, a woman from Koto Gadang, West Sumatra, dedicates her life to improving women of origin. In the 19th century, Minangkabau women were still underprivileged and marginalized. Rohana Kuddus believes that women must make a move to change their condition. Various movements were pioneered by Rohanna Kudus, ranging from gender struggle movements to politics. Rohana Kuddus: Gender and Socio-Political Movements uses research methods to collect interview sources, books, journals, and data from the internet that discusses Ruhana Kuddus. The limit of this paper is to look at the movements of Rohanna Kuddus in achieving gender equality and the various political movements that are running.

scholarly journals GLOBALIZATION: DO AFRICAN WOMEN ENTREPRENEURS MATTER?

2020 ◽  
Vol 1 (2) ◽  
pp. 89-104
Author(s):  
Elijah Bitange Ndemo ◽  
Ben Mkalama
Keyword(s):  
Gender Equality ◽  
Women Entrepreneurs ◽  
African Women ◽  
Gender Inequalities ◽  
Global Order ◽  
Women Entrepreneurship ◽  
Global Commerce ◽  
Potential Benefits ◽  
And Gender ◽  
Analytical Approaches

Even with the increased number of women enterprises and efforts to help women entrepreneurs in Africa exploit the potential benefits globalization, gender inequalities (perception and treatment of women in Africa) still stand in their way.   This paper seeks to address three questions:  First, what the literature suggests with respect to re-thinking alternative analytical approaches to a new understanding of globalization, entrepreneurship and gender equality in global commerce.  This will be followed by the question on how Africa conceptualizes women entrepreneurship and lastly, if the current African conceptualization of women entrepreneurs could precipitate exploitation of opportunities that the emerging global order presents.  The literature suggests that women still have a long way to go in changing environmental forces and perceptions to fully exploit their potential in the global stage.  A new theoretical way of analyzing their progress is imperative.

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