Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

2017 ◽  
pp. 25-40
Author(s):  
Dorota Turska ◽  
Urszula Oszwa
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Gender Stereotypes ◽  
Female Students ◽  
And Gender

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

The Learning and Educational Capital of Male and Female Students in STEM Magnet Schools and in Extracurricular STEM Programs: A Study in High-Achiever-Track Secondary Schools in Germany

2017 ◽  
Vol 40 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Heidrun Stoeger ◽  
Teresa Greindl ◽  
Johanna Kuhlmann ◽  
Daniel Patrick Balestrini
Keyword(s):  
Secondary Schools ◽  
Magnet Schools ◽  
Female Students ◽  
Magnet School ◽  
School Students ◽  
Male And Female ◽  
High Achiever ◽  
Educational Capital ◽  
And Gender ◽  
Talented Students

Magnet schools focused on science, technology, engineering, and mathematics (STEM) as well as extracurricular programs in STEM support talented students and help increase their participation rates in those domains. We examined whether and the extent to which the learning and educational capital of male and female students ( N = 801) enrolled in high-achiever-track secondary schools in Germany with and without a STEM focus differed. We found both school and gender differences for some types of learning and educational capital but no interaction effect of type of school and gender. We also assessed the relationship between school status as a STEM magnet school, students’ gender, and students’ learning and educational capital, on the one hand, and registration for a 1-year extracurricular program in STEM, on the other hand. Students enrolled in high-achiever-track STEM magnet schools, as well as male students, were more likely to register for the extracurricular program. Some types of learning and educational capital also predicted registration in a regression analysis.

scholarly journals EXPLORING GENDER REPRESENTATION: PATRIARCHAL PERPECTIVES FROM EFL SECONDARY SCHOOL TEXTBOOKS IN INDONESIA

2020 ◽  
Vol 7 (11) ◽  
pp. 146-153
Author(s):  
Ive Emaliana ◽  
Arcci Tusita
Keyword(s):  
Secondary Schools ◽  
Gender Stereotypes ◽  
Gender Mainstreaming ◽  
Gender Representation ◽  
Classroom Teachers ◽  
Learning Material ◽  
Corpus Linguistic ◽  
Service Training ◽  
And Gender ◽  
Frequency Counts

This paper seeks to investigate whether the Indonesian government's attempt to promote a gender-equal society in recent decades and improve gender awareness are reflected in patterns of gender representation in EFL textbooks in secondary schools. The study made an analysis of four compulsory textbooks published in 2016 with corpus linguistic tools (e.g. pronouns, occupation, amount of talk) and how gender is represented in the visuals (or illustrations) through conducting frequency counts of the occurrence of male and female characters and the spheres of activities they engaged, to investigate the ration of female-to-male appearances, the extent of use of gender-neutral, and gender-marked constructions, common address titles for reference, and order of appearance of women and men. The findings show that there is a need for evaluation of the existing language textbooks in secondary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.

scholarly journals Gendered help: Effects of gender and realm of achievement on autonomy- versus dependency-oriented help giving

2017 ◽  
Vol 5 (1) ◽  
pp. 117-141 ◽  
Author(s):  
Lily Chernyak-Hai ◽  
Samer Halabi ◽  
Arie Nadler
Keyword(s):  
Social Context ◽  
Gender Stereotypes ◽  
Female Students ◽  
Academic Task ◽  
Future Success ◽  
Social Abilities ◽  
Help Giving ◽  
And Gender ◽  
Gender Achievement

Building on research on helping relations and gender stereotypes, the present research explored the effects of gender-stereotypical perceptions on willingness to offer dependency- and autonomy-oriented help to women and men. Two studies were conducted in a 2 (Gender of the person in need) × 2 (Domain of achievement) between-participants design. Study 1 examined future success expectations of male versus female students needing help in performing either a stereotypically masculine or a stereotypically feminine academic task, and the kind of help participants preferred to offer them. Study 2 further explored perceptions of male versus female students who exhibited long-term failure in a gender-stereotypical versus non-stereotypical academic task, perceptions of their intellectual and social abilities, feelings toward them, attributions of their need, and the preferred way of helping. Our findings indicate that women failing in a stereotypically masculine domain may expect others to give them dependency- rather than autonomy-oriented help, and judge their traits and abilities in an unflattering manner. In other words, gender achievement stereotypes create a social context where helping interactions reproduce power and status discrepancies.

scholarly journals Brechas de género en estudiantes de la Universidad Estatal a Distancia de Costa Rica y recomendaciones para su disminución

2012 ◽  
Vol 4 (2) ◽  
pp. 239-246
Author(s):  
Rosberly Rojas Campos ◽  
Rocío Chaves Jiménez ◽  
Ana Lucía Fernández Fernández
Keyword(s):  
Costa Rica ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Costa Rican ◽  
Female Students ◽  
Access To Education ◽  
University Management ◽  
Institutional Services ◽  
Las Mujeres ◽  
And Gender

Las mujeres acceden, cada vez en mayor número, a la Educación Superior; en la Universidad Estatal a Distancia de Costa Rica (UNED) alcanzan el 60% de la población estudiantil. Sin embargo, mayor matrícula no necesariamente equivale a mayores y mejores oportunidades. Es por ello, que se analizan las diferencias existentes entre mujeres y hombres estudiantes de la UNED en las oportunidades de estudio y el acceso a los servicios institucionales. Para ello se aplicó un cuestionario al estudiantado en los meses de julio a setiembre del 2010, el cual permitió reconocer algunas de sus condiciones de estudio, conocimientos y estereotipos de género. Se presentan evidencias sobre las brechas, convertidas en acciones discriminatorias, que impiden el acceso igualitario y equitativo a las oportunidades de educación en la población estudiantil; tales como, la elección de carrera, la asistencia a las tutorías, la dedicación horaria al estudio, las jornadas de trabajo remunerado y no remunerado y la existencia de personas que dependen emocional y económicamente del estudiantado. También se muestran resultados sobre las percepciones acerca de los roles tradicionales de género en la sociedad. Se discute sobre la necesidad de formular una política institucional de igualdad y equidad de género y su respectivo plan de acción dirigido hacia la eliminación de las brechas identificadas, por medio de una estrategia de transversalización de la perspectiva de género en las actividades fundamentales de docencia, investigación, extensión y gestión universitaria.ABSTRACTStudent gender gaps in the Costa Rican Distance Education Universityand recommendations to reduce them. Women access HigherEducation, every day in greater numbers. In the Universidad Estatala Distancia de Costa Rica (UNED), women are 60% of the studentpopulation, but enrollment does not necessarily mean more and betteropportunities. Because of that, a study was done between July andSeptember 2010 with a questionnaire applied to a random sample of167 UNED students. We analyzed differences in studying opportunitiesand access to institutional services between male and female students,in order to recognize some of the students ́ conditions on areas likestudy, knowledge and gender stereotypes. There are gaps that blockequitable and equal access to education opportunities on the studentpopulation, including career choice, tutoring assistance, study time,working time (paid and unpaid) and the existence of emotionally andfinancially dependent people. There is a clear need for an institutionalpolicy for gender equity and equality, and a subsequent plan of actionleading towards the elimination of the identified gaps through gendermainstreaming on fundamental activities like teaching, research,extension and university management.

Perceived Barriers and Sources of Support for Undergraduate Female Students’ Persistence in the Sport Management Major

2018 ◽  
Vol 12 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Molly Hayes Sauder ◽  
Michael Mudrick ◽  
Jaime R. DeLuca
Keyword(s):  
Lived Experience ◽  
Gender Stereotypes ◽  
Sport Management ◽  
Academic Discipline ◽  
Female Students ◽  
Sport Industry ◽  
Qualitative Focus Groups ◽  
Sources Of Support ◽  
And Gender ◽  
People Of Influence

Male undergraduate sport management majors substantially outnumber females, suggesting that the path to a career in the sport industry is male dominated and gender stereotypes may exist. Simultaneously, there is a dearth of research on females’ experiences while enrolled in higher education and within sport management career development. Through qualitative focus groups conducted at two institutions with female sport management majors, this research sought to understand the barriers and sources of support that female students perceive while engaged in this academic discipline. The authors identified four themes—otherness, roles and credibility, prior experiences, and people of influence—all of which help illuminate the lived experience of gender bias among women in the sport management major and generate suggestions for the creation of more inclusive environments that foster persistence.

Gender in Educational Communication

2014 ◽  
Vol 4 (3) ◽  
pp. 26-41
Author(s):  
Lucie Zormanová
Keyword(s):  
Czech Republic ◽  
Secondary Schools ◽  
Gender Stereotypes ◽  
Quantitative Research ◽  
Educational Communication ◽  
Theoretical Background ◽  
The Czech Republic ◽  
And Gender ◽  
Lower Secondary Schools

The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.

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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