The Different Worlds of Academia: A Horizontal Analysis of Gender Equality in Swedish Higher Education

ERIC Educational Resources Information Center

Silander, Charlotte; Haake, Ulrika; Lindberg, Leif

2013-01-01

Women are underrepresented in advanced positions in higher education in Europe. This study takes a horizontal perspective and focuses on the relationship between gender and discipline in order to combine research on gender in higher education with theories of disciplinary differences in academic cultures. The study points out substantial…

Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

NASA Astrophysics Data System (ADS)

Sinnes, Astrid T.; Løken, Marianne

2014-06-01

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical "female" and "male" interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls' and boys' interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.

An Analysis of Gender Differences in Household Education Expenditure: The Case of Thailand

ERIC Educational Resources Information Center

Wongmonta, Sasiwooth; Glewwe, Paul

2017-01-01

This study uses data on educational expenditure, including specific types of educational expenditure, from the 2009 Socioeconomic Survey of Thailand to investigate gender bias in the allocation of educational resources. Empirical Engel's curves are estimated to test for gender bias. The results show that girls receive more education expenditure…

Influences of sex, age and education on attitudes towards gender inequitable norms and practices in South Sudan.

PubMed

Scott, Jennifer; Hacker, Michele; Averbach, Sarah; Modest, Anna M; Cornish, Sarah; Spencer, Danielle; Murphy, Maureen; Parmar, Parveen

2014-01-01

Prolonged conflict in South Sudan exacerbated gender disparities and inequities. This study assessed differences in attitudes towards gender inequitable norms and practices by sex, age and education to inform programming. Applying community-based participatory research methodology, 680 adult respondents, selected by quota sampling, were interviewed in seven South Sudanese communities from 2009 to 2011. The verbally administered survey assessed attitudes using the Gender Equitable Men scale. Data were stratified by sex, age and education. Of 680 respondents, 352 were female, 326 were male and two did not report their sex. The majority of respondents agreed with gender inequitable household roles, but the majority disagreed with gender inequitable practices (i.e., early marriage, forced marriage and inequitable education of girls). Respondents who reported no education were more likely than those who reported any education to agree with gender inequitable practices (all p < 0.03) except for forced marriage (p = 0.07), and few significant differences were observed when these responses were stratified by sex and by age. The study reveals agreement with gender inequitable norms in the household but an overall disagreement with gender inequitable practices in sampled communities. The findings support that education of both women and men may promote gender equitable norms and practices.

Influences of sex, age, and education on attitudes toward gender inequitable norms and practices in South Sudan

PubMed Central

Scott, Jennifer; Hacker, Michele; Averbach, Sarah; Modest, Anna M.; Cornish, Sarah; Spencer, Danielle; Murphy, Maureen; Parmar, Parveen

2014-01-01

Background Prolonged conflict in South Sudan exacerbated gender disparities and inequities. This study assessed differences in attitudes toward gender inequitable norms and practices by sex, age, and education to inform programming. Methods Applying community-based participatory research methodology, 680 adult respondents, selected by quota sampling, were interviewed in seven South Sudanese communities from 2009 to 2011. The verbally administered survey assessed attitudes using the Gender Equitable Men scale. Data were stratified by sex, age, and education. Results Of 680 respondents, 352 were female, 326 were male, and two did not report their sex. The majority of respondents agreed with gender inequitable household roles, but the majority disagreed with gender inequitable practices (i.e. early marriage, forced marriage, and inequitable education of girls). Respondents who reported no education were more likely than those who reported any education to agree with gender inequitable practices (all p<0.03) except for forced marriage (p=0.07), and few significant differences were observed when these responses were stratified by sex and age. Conclusion The study reveals agreement with gender inequitable norms in the household, but an overall disagreement with gender inequitable practices in sampled communities. The findings support that education of both women and men may promote gender equitable norms and practices. PMID:25026024

Pursuing Higher Education: Are There Gender Differences in the Factors That Influence Individuals To Pursue Higher Education?

ERIC Educational Resources Information Center

Harris, Sandra McMeans

This study investigated whether gender differences exist in the factors thought to influence a person's desire to pursue higher education. A 152-item multiple choice questionnaire, completed by 346 students enrolled at a large university during 1998, was the source of the data. The independent variable was gender; dependent variables were…

Gender and Social Class Differences in Japanese Mothers' Beliefs about Children's Education and Socialisation

ERIC Educational Resources Information Center

Yamamoto, Yoko

2016-01-01

Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's…

Louisiana's Achievements for Gender Equity in Vocational Education. Executive Summary 1996-97.

ERIC Educational Resources Information Center

Hargroder, Margaret

Workplace and educational changes related to gender in Louisiana in 1996-97 suggest some progress but a continued need to reduce wide gender gaps in some occupational areas. Workplace data show a closing gender gap, but changes are occurring at different rates for different areas. Women's share of the total labor force continues to rise; wage…

The Difference It Makes: A Resource Book on Gender for Educators.

ERIC Educational Resources Information Center

Chapman, Anne

The recent flood of new information on structuring human experience along gender lines and on the female component of human experience has profound implications for education. The new scholarship shows that much of what people once assumed to be innate gender difference is in fact produced by adults' different behavior toward boys and girls, of…

Re/imagining Higher Education Pedagogies: Gender, Emotion and Difference

ERIC Educational Resources Information Center

Burke, Penny Jane

2015-01-01

This article explores work published in "Teaching in Higher Education" that critically engages complex questions of difference and emotion in higher education pedagogies. It considers the ways that difference is connected to gender and misrecognition, and is experienced at the level of emotion, often through symbolic forms of violence…

Does Vocational Education Model fit to Fulfil Prisoners’ Needs Based on Gender?

NASA Astrophysics Data System (ADS)

Hayzaki, S. H.; Nurhaeni, I. D. A.

2018-02-01

Men and women have different needs, based on their gender or the socio-cultural construction. The government has issued a policy about accelerating the equivalence of gender since 2012 through responsive planning and budgeting. With the policy, every institution (including the institutions under the ministry of law and human rights) must integrate its gender perspective on planning and budgeting, then it can fulfill the different needs between men and women. One of the programs developed in prisons for prisoners is vocational education and technology for preparing the prisoners’ life after being released from the prison cells. This article was made for evaluating the vocational education and training given to the prisoners. Gender perspective is employed as the analyzing tool. The result was then used as the basis of formulating vocational education model integrating gender perspective. The research was conducted at the Prison of Demak Regency, Indonesia. The method used in the research is qualitative descriptive with data collection techniques using by in-depth interviews, observation and documentation. The data analysis uses statistic description of Harvard’s checklist category model and combined with Moser category model. The result shows that vocational education and training given have not considered the differences between men and women. As a result, the prisoners were still not able to understand their different needs which can cause gender injustice when they come into job market. It is suggested that gender perspective must be included as a teaching material in the vocational education and training.

Gender Segregation within Different Educational Levels: Austrian and Finnish Trends in the Light of Educational Reform, 1981-2005

ERIC Educational Resources Information Center

Prix, Irene

2012-01-01

Within most educational systems, men and women tend to specialize in different fields of study. Comparing Austria and Finland, this article traces the extent and patterns of gender segregation within different educational levels between 1981 and 2005. Relying on official enrollment figures, a logarithmic index is used to measure overall and…

The changing face of cognitive gender differences in Europe.

PubMed

Weber, Daniela; Skirbekk, Vegard; Freund, Inga; Herlitz, Agneta

2014-08-12

Cognitive gender differences and the reasons for their origins have fascinated researchers for decades. Using nationally representative data to investigate gender differences in cognitive performance in middle-aged and older populations across Europe, we show that the magnitude of these differences varies systematically across cognitive tasks, birth cohorts, and regions, but also that the living conditions and educational opportunities individuals are exposed to during their formative years are related to their later cognitive performance. Specifically, we demonstrate that improved living conditions and less gender-restricted educational opportunities are associated with increased gender differences favoring women in some cognitive functions (i.e., episodic memory) and decreases (i.e., numeracy) or elimination of differences in other cognitive abilities (i.e., category fluency). Our results suggest that these changes take place due to a general increase in women's cognitive performance over time, associated with societal improvements in living conditions and educational opportunities.

The changing face of cognitive gender differences in Europe

PubMed Central

Weber, Daniela; Skirbekk, Vegard; Freund, Inga; Herlitz, Agneta

2014-01-01

Cognitive gender differences and the reasons for their origins have fascinated researchers for decades. Using nationally representative data to investigate gender differences in cognitive performance in middle-aged and older populations across Europe, we show that the magnitude of these differences varies systematically across cognitive tasks, birth cohorts, and regions, but also that the living conditions and educational opportunities individuals are exposed to during their formative years are related to their later cognitive performance. Specifically, we demonstrate that improved living conditions and less gender-restricted educational opportunities are associated with increased gender differences favoring women in some cognitive functions (i.e., episodic memory) and decreases (i.e., numeracy) or elimination of differences in other cognitive abilities (i.e., category fluency). Our results suggest that these changes take place due to a general increase in women’s cognitive performance over time, associated with societal improvements in living conditions and educational opportunities. PMID:25071201

Religion and Education Gender Gap: Are Muslims Different?

ERIC Educational Resources Information Center

Hajj, Mandana; Panizza, Ugo

2009-01-01

This paper uses individual-level data and a differences-in-differences estimation strategy to test whether the education gender gap of Muslims is different from that of Christians. In particular, the paper uses data for young Lebanese and shows that, other things equal, girls (both Muslim and Christian) tend to receive more education than boys and…

Differences in the Gender Gap: Comparisons across Racial/Ethnic Groups in Education and Work. Policy Information Report.

ERIC Educational Resources Information Center

Coley, Richard J.

This report considers the interaction of gender and racial/ethnic differences by addressing the issue of whether gender differences vary within racial/ethnic groups. The data encompass the education and work pipeline from elementary school, through high school, college, and graduate school, and into the workforce. Data come from a variety of…

Let's Get This Straightened Out: Finding a Place and Presence for Sexual/Gender Identity-Difference in Peace Education

ERIC Educational Resources Information Center

Mizzi, Robert

2010-01-01

Expressions of homo/transphobia continue to rupture and sometimes even erase the lives of persons with sexual/gender identity-difference across the globe. Despite this, experiences with violence of this nature largely go unexamined in peace education scholarship. In order to begin a discussion about sexuality/gender identity-difference within a…

Cyberbullying Experience and Gender Differences among Adolescents in Different Educational Settings

ERIC Educational Resources Information Center

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and…

Gender Differences in Educational Attainment: Influences of the Family Environment

ERIC Educational Resources Information Center

Mensah, Fiona K.; Kiernan, Kathleen E.

2010-01-01

There are gender differences in educational attainment amongst British children and there is evidence that these differences emerge early in life. In this study we investigate whether boys' and girls' early educational attainment levels are similarly related to disadvantage in the family environment. This study uses survey data from the Millennium…

Would Boys and Girls Benefit from Gender-Specific Educational Software?

ERIC Educational Resources Information Center

Luik, Piret

2011-01-01

Most boys and girls interact differently with educational software and have different preferences for the design of educational software. The question is whether the usage of educational software has the same consequences for both genders. This paper investigates the characteristics of drill-and-practice programmes or drills that are efficient for…

Influence of Gender, Single-Sex and Co-Educational Schooling on Students' Enjoyment and Achievement in Mathematics

ERIC Educational Resources Information Center

Prendergast, Mark; O'Donoghue, John

2014-01-01

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment)…

Gender equality and smoking: a theory-driven approach to smoking gender differences in Spain.

PubMed

Bilal, Usama; Beltrán, Paula; Fernández, Esteve; Navas-Acien, Ana; Bolumar, Francisco; Franco, Manuel

2016-05-01

The intersection between gender and class can aid in understanding gender differences in smoking. To analyse how changes in gender inequality relate to differences in smoking prevalence by gender, education and birth cohort in Spain over the past five decades (1960-2010). The Gender Inequality Index (GII) was calculated in 5-year intervals from 1960 to 2010. GII ranges from 0 to 1 (1=highest inequality) and encompasses three dimensions: reproductive health, empowerment and labour market. Estimates of female and male smoking prevalence were reconstructed from representative National Health Surveys and stratified by birth cohort and level of education. We calculated female-to-male smoking ratios from 1960 to 2010 stratified by education and birth cohort. Gender inequality in Spain decreased from 0.65 to 0.09 over the past 50 years. This rapid decline was inversely correlated (r=-0.99) to a rising female-to-male smoking ratio. The youngest birth cohort of the study (born 1980-1990) and women with high education levels had similar smoking prevalences compared with men. Women with high levels of education were also the first to show a reduction in smoking prevalence, compared with less educated women. Gender inequality fell significantly in Spain over the past 50 years. This process was accompanied by converging trends in smoking prevalence for men and women. Smoking prevalence patterns varied greatly by birth cohort and education levels. Countries in earlier stages of the tobacco epidemic should consider gender-sensitive tobacco control measures and policies. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Judgment of Line Orientation Depends on Gender, Education, and Type of Error

ERIC Educational Resources Information Center

Caparelli-Daquer, Egas M.; Oliveira-Souza, Ricardo; Filho, Pedro F. Moreira

2009-01-01

Visuospatial tasks are particularly proficient at eliciting gender differences during neuropsychological performance. Here we tested the hypothesis that gender and education are related to different types of visuospatial errors on a task of line orientation that allowed the independent scoring of correct responses ("hits", or H) and one type of…

Gender Difference in Math Performance in the International Baccalaureate Programme

ERIC Educational Resources Information Center

Schantz, Ashley Lynn Overley

2011-01-01

For years, researchers and educators alike have studied differences in educational performance as they relate to gender. And while many subject areas have been debated, "the existence, degree, and origin of a gender gap in mathematics are highly debated" (Guiso, Monte, Sapienza & Zingales, 2008). What has not been more widely…

Gender Relations and the Production of Difference in School-based Sexuality and HIV/AIDS Education in Australia.

ERIC Educational Resources Information Center

Harrison, Lyn

2000-01-01

Uses data from an evaluation of a high school sexuality education program to examine gender relations and production of difference. Participating schools incorporated teaching and learning that normalized sexual diversity and explored HIV-related discrimination and homophobia. Discussion of gender, power, and menstruation and heterosexism and…

Gender and cultural differences in the association between family roles, social stratification, and alcohol use: a European cross-cultural analysis.

PubMed

Kuntsche, Sandra; Gmel, Gerhard; Knibbe, Ronald A; Kuendig, Hervé; Bloomfield, Kim; Kramer, Stephanie; Grittner, Ulrike

2006-01-01

First, this paper investigates (i) gender differences in associations of social stratification, family roles, and heavy drinking, and (ii) country differences in these associations. Second, it seeks to explain country differences in the associations of social stratification and family roles with alcohol consumption by societal level variables. Survey data of 25 to 49-years-old from eight European countries were used. Logistic regressions were used to analyse gender differences in the association between family roles (marriage, having children), social stratification (education, employment), and heavy drinking (>20 g/day for women; 30 g/day for men). Gender differences were tested by means of interactions between gender and social stratification/family roles. Structural measures of work desirability, social welfare, and gender equity were used to explain differences in associations across countries. The associations between social stratification, family roles, and heavy drinking varied across gender and countries. A country's social welfare system was associated with heavy drinking only among women. Women in countries with a strong social welfare system, such as Nordic countries, tended to drink more heavily if employed, having lower formal education, and a non-traditional family role. In countries with weak social welfare systems or work desirability, heavy drinking was associated with high education, while effects of family roles and employment were small. It appeared that the social welfare system and gender equity of a country determines to a large extent how education, employment, and family roles are associated with heavy drinking.

A Phenomenological Investigation of Women's Learning Experiences in Counselor Education

ERIC Educational Resources Information Center

Meyers, Lindsay Pennell

2016-01-01

Counselor education pedagogy has not sufficiently recognized or incorporated current knowledge of gender differences and their potential impact on women's learning experiences. Instead, the body of research that addresses gender in counselor education refers to incorporating gender in the classroom as a topic of discussion rather than considering…

"When You're in a Different Country, Things Are More Apparent": Gender and Study Abroad in Mexico

ERIC Educational Resources Information Center

McGivern, Martha B.

2013-01-01

This dissertation bridges the divide between comparative education and international education literature by examining student experiences in study abroad programs to make theoretical arguments about the role of culture in "doing" and "undoing" gender. The "undoing gender" framework in comparative education literature…

Gender, Poverty, Family Structure, and Investments in Children's Education in Kinshasa, Congo.

ERIC Educational Resources Information Center

Shapiro, David; Tambashe, B. Oleko

2001-01-01

Examines school enrollment and educational attainment in Kinshasa, Congo, focusing on how poverty, household structure, gender, and economic well-being affect investments in children's education. Increased economic well-being translates into greater attainment for both females and males, but does not necessarily reduce gender differences in school…

Does Gender Matter? an Exploratory Study of Perspectives Across Genders, Age and Education

NASA Astrophysics Data System (ADS)

Carinci, Sherrie; Wong, Pia Lindquist

2009-11-01

Using a convenience sample and survey research methods, the authors seek to better understand how perspectives on gender are shaped by individuals' age, level of education and gender. Study participants responded in writing to scenarios and survey questions, revealing their personal views on gender as an identity category and as a marker in the social hierarchy. Analysis indicated that there were differences between male and female views on these dimensions of gender, and that age and educational levels were also influential. While younger respondents from both genders demonstrated flexibility in their definitions of gender and expressed strong support for gender equality, they were noticeably lacking in their knowledge of the historical context of gender relations and did not show the skills required to realise their ideals of gender equality, especially when compared to older respondents of both genders with higher levels of educational attainment.

Rethinking Gender and Sexuality in Education

ERIC Educational Resources Information Center

Beigi Ghajarieh, Amir Biglar; Mozaheb, Mohammad Amin

2012-01-01

In this short article, the authors argues that gender and sexuality, considered different concepts in gender studies, are so intertwined that differentiating between the two may cause the exclusion of many gender identities in education regardless of being fit into the male or female spectrum. LGBT(Lesbian, Gay, Bisexual and Transgender) people…

The black gender gap in educational attainment: historical trends and racial comparisons.

PubMed

McDaniel, Anne; DiPrete, Thomas A; Buchmann, Claudia; Shwed, Uri

2011-08-01

It is often asserted that the gender gap in educational attainment is larger for blacks than whites, but historical trends comparing the black and white gender gap have received surprisingly little attention. Analysis of historical data from the U.S. census IPUMS samples shows that the gender gap in college completion has evolved differently for whites and blacks. Historically, the female advantage in educational attainment among blacks is linked to more favorable labor market opportunities and stronger incentives for employment for educated black women. Blacks, particularly black males, still lag far behind whites in their rates of college completion, but the striking educational gains of white women have caused the racial patterns of gender differences in college completion rates to grow more similar over time. While some have linked the disadvantaged position of black males to their high risk of incarceration, our estimates suggest that incarceration has a relatively small impact on the black gender gap and the racial gap in college completion rates for males in the United States.

The Effect of Children's Gender and Parental Education on Toddler Language Development

ERIC Educational Resources Information Center

Umek, Ljubica Marjanovic; Fekonja, Urska; Kranjc, Simona; Bajc, Katja

2008-01-01

Several studies have demonstrated that children's gender and parental education exert a significant, but not equal, effect on toddler language development at different ages. This study determined the effect of children's gender and parental education on the verbal competence of toddlers between 16 and 30 months. The sample included 953 Slovenian…

(En)Gendering Videogame Development: A Feminist Approach to Gender, Education, and Game Studies

ERIC Educational Resources Information Center

Dahya, Negin; Jenson, Jennifer; Fong, Katrina

2017-01-01

Few studies compare educational programming designed on principles of inclusive pedagogy and feminist practice for both girls and boys. Broadly defined, inclusive pedagogy refers to theory and practice in education that is adaptable and responsive to the intersections of difference (class, race, culture, gender, sexuality, ability) and aims to…

Age, education, and the gender gap in the sense of control.

PubMed

Slagsvold, Britt; Sørensen, Annemette

2008-01-01

High sense of control is related to benefits in many aspects of life, and education is known to be strongly related to sense of control. In this article we explore why women tend to feel a lower sense of control than men, and why the sense of control tends to be lower among the elderly than among younger people. In particular we explore the role played by education in explaining age- and gender differences in sense of control. The analysis is based on data from the first wave of the Norwegian NorLAG study, with a representative sample of adults aged 40-79 in 30 municipalities. We find that education accounts for some of the age and gender differences in sense of control, but the mediating effects of education are rather modest. We find an increasing gender gap in sense of control with age, and this increasing gap is completely explained by differences in education. Gender differences in sense of control is explained completely by four factors, which are related to resources and power; physical health, education, living with a partner, and leadership experience. Age differences in sense of control are only partially explained. Education, physical health and employment status cuts the age effect on sense of control to half. The effect of education on sense of control is partly mediated through what we suggest are tangible benefits of education, namely health, employment, and leadership experience. Education also influences individuals through socialization mechanisms. We view agentive orientation as a psychological benefit of education, and measure this characteristic with Bem's (1981) sex-role scale on masculinity. Agentive orientation completely explains the remaining effect of education on sense of control.

Gendered aspects of perceived and internalized HIV-related stigma in China.

PubMed

Li, Li; Lin, Chunqing; Ji, Guoping

2017-10-01

Although studies have demonstrated that females experience more HIV-related stigma than males do, questions remain regarding the different dimensions of the stigma (i.e., perceived versus internalized) in China. The present study investigated gender differences in perceived and internalized HIV-related stigma, taking into account the potential influence of education. The study was conducted between October 2011 and March 2013. A total of 522 people living with HIV (PLH) were recruited from Anhui Province, China. The PLH participated in a survey using the Computer Assisted Personal Interview (CAPI) method. The gender differences in perceived and internalized HIV-related stigma were calculated with and without stratifying by education level. Female participants had significantly less education than the male participants. No significant difference was observed between females and males with respect to perceived stigma. However, females reported significantly higher internalized stigma than males did (p < .001). When socio-demographic characteristics were controlled, the gender difference in internalized stigma remained significant among educated participants (p = .038). The findings suggested that gender differences in HIV-related stigma were primarily found for internalized stigma. Heightened intervention efforts are encouraged to reduce internalized HIV-related stigma, particularly among female PLH in China and other regions with similar gender dynamics.

Gendered aspects of perceived and internalized HIV-related stigma in China

PubMed Central

Li, Li; Lin, Chunqing; Ji, Guoping

2016-01-01

Although studies have demonstrated that females experience more HIV-related stigma than males do, questions remain regarding the different dimensions of the stigma (i.e., perceived vs. internalized stigma) in China. The present study investigated gender differences in HIV-related perceived and internalized stigma, taking into account the potential influence of education. The study was conducted between October 2011 and March 2013. A total of 522 people living with HIV (PLH) were recruited from Anhui Province, China. The PLH participated in a survey using the Computer Assisted Personal Interview (CAPI) method. The gender differences in perceived and internalized HIV-related stigma were calculated with and without stratifying by education level. Female participants had significantly less education than the male participants. No significant difference was observed between females and males with respect to perceived stigma. However, females reported significantly higher internalized stigma than males did (p < .001). When socio-demographic characteristics were controlled, the gender difference in internalized stigma remained significant among educated participants (p = .038). The findings suggested that gender differences in HIV-related stigma were primarily found for internalized stigma. Heightened intervention efforts are encouraged to reduce HIV-related internalized stigma, particularly among female PLH in China and other regions with similar gender dynamics. PMID:27629916

The Ascendancy of the Visual and Issues of Gender: Equality versus Difference.

ERIC Educational Resources Information Center

Damarin, Suzanne K.

1993-01-01

Discussion of visual literacy, visual cognition, visual thinking and learning, and visual knowledge focuses on women and gender differences. Topics addressed include educational equality and the visual, including equality versus difference; women and mass culture; difference and the design of visual instruction; and feminist education and the…

Science Anxiety and Gender in Students Taking General Education Science Courses

NASA Astrophysics Data System (ADS)

Udo, M. K.; Ramsey, G. P.; Mallow, J. V.

2004-12-01

Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227-238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237-247] of science anxiety in various student cohorts suggested that nonscience majors were highly science anxious (SA), regardless of what science courses they were taking. In this study, we investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses. Regression analysis shows that the leading predictors of science anxiety are (i) nonscience anxiety and (ii) gender, as they were for different cohorts in the earlier studies. We confirm earlier findings that females are more SA than males. Chi-square analysis of acute science anxiety shows an amplification of these differences. We found statistically significant levels of science anxiety in humanities and social science students of both genders, and gender differences in science anxiety, despite the fact that the students were all enrolled in general education science courses specifically designed for nonscience majors. We found acute levels of anxiety in several groups, especially education, nursing, and business majors. We describe specific interventions to alleviate science anxiety.

Conceptualizing Gender Performance in Higher Education: Exploring Regulation of Identity Expression

ERIC Educational Resources Information Center

Fellabaum, Jennifer

2011-01-01

While many higher education scholars have considered gender (e.g., Dawson-Threat & Huba, 1996; DeLucia-Waack, Gerrity, Taub, & Baldo, 2001; Jacobs, 1995; Knox, Zusman, & Mcneely, 2004; Lackland & De Lisi, 2001; Massey & Christensen, 1990), most of the literature uses modernistic theories to examine gender roles or gendered differences among…

Poles Apart? Gender Differences in Proposals for Sexuality Education Content

ERIC Educational Resources Information Center

Allen, Louisa

2008-01-01

Are young women and men's preferences for sexuality education content poles apart? This article explores gender differences in senior school students' suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys' perceived disinterest in lessons. It is argued…

Gender differences in developmental dyscalculia depend on diagnostic criteria.

PubMed

Devine, Amy; Soltész, Fruzsina; Nobes, Alison; Goswami, Usha; Szűcs, Dénes

2013-10-01

Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed.

Enriching Gender in Physics Education Research: A Binary Past and a Complex Future

ERIC Educational Resources Information Center

Traxler, Adrienne L.; Cid, Ximena C.; Blue, Jennifer; Barthelemy, Ramón

2016-01-01

In this article, we draw on previous reports from physics, science education, and women's studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in participation, performance, and attitudes toward physics. We have three critiques of this work: (i) it does not…

Gender Approach at Physical Culture Lessons at the Second Stage of Basic High Education

ERIC Educational Resources Information Center

Vorotilkin?, Irina M.; Anokhina, Olga V.; Galitsyn, Sergey V.; Byankina, Larisa V.; Chiligin, Dmitriy V.

2016-01-01

Gender approach in education is a specific impact on the development of boys and girls by the set of factors of education and training process. The objective of this research is the reasoning of applying gender approach at physical culture lessons and creating comfortable environment taking into account the psychophysiological differences of the…

Family Sources of Educational Gender Inequality in Rural China: A Critical Assessment

ERIC Educational Resources Information Center

Hannum, Emily; Kong, Peggy; Zhang, Yuping

2009-01-01

In this paper, we investigate the gender gap in education in rural northwest China. We first discuss parental perceptions of abilities and appropriate roles for girls and boys; parental concerns about old-age support; and parental perceptions of different labor market outcomes for girls' and boys' education. We then investigate gender disparities…

Gender Differences in Availability, Internet Access and Rate of Usage of Computers among Distance Education Learners.

ERIC Educational Resources Information Center

Atan, Hanafi; Sulaiman, Fauziah; Rahman, Zuraidah Abd; Idrus, Rozhan Mohammed

2002-01-01

Explores the level of availability of computers, Internet accessibility, and the rate of usage of computers both at home and at the workplace between distance education learners according to gender. Results of questionnaires completed at the Universiti Sains Malaysia indicate that distance education reduces the gender gap. (Author/LRW)

Sleep in university students across years of university education and gender influences.

PubMed

Manzar, Md Dilshad; Zannat, Wassilatul; Kaur, Manpreet; Hussain, M Ejaz

2015-08-01

Assessment of the influence of gender and increasing years at university on sleep health of students. Four hundred and eighteen students from different streams across years of undergraduate to postgraduate courses participated. Descriptive statistics, test of differences, and correlation were used. The sleep health data comprised of subjective evaluation using a questionnaire and personal interviews. Overall, 43.1% had sleep problems, females were more affected (51.67% vs. 48.33% in males) but were early bed goers. The prevalence of circadian rhythm sleep disorder (11.6% vs. 9.5%) and delayed sleep phase syndrome (4.5% vs. 2.7%) was slightly higher in males. The daytime dysfunction and hypnotic use significantly differed in students of the same class among gender. Bedtime got significantly delayed along years [H(2)=29.769, p<0.001], and hypnotic use [H(2)=8.807, p=0.012] differed significantly among them. The moderate-very strong correlational statistics among sleep health elements was very similar across gender and years of university education. However, more pronounced influence of years of university education than gender was seen in the significant differences for correlated correlation among sleep health parameters. Gender and years of university education influence sleep among university students both separately and concomitantly.

Influence of gender, single-sex and co-educational schooling on students' enjoyment and achievement in mathematics

NASA Astrophysics Data System (ADS)

Prendergast, Mark; O'Donoghue, John

2014-11-01

This research investigates the influence that gender, single-sex and co-educational schooling can have on students' mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students' enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.

Familial and Economic Influences on the Gender-Related Educational and Occupational Aspirations of Rural Adolescents

PubMed Central

Meece, Judith L.; Askew, Karyl J. S.; Agger, Charlotte A.; Hutchins, Bryan C.; Byun, Soo-yong

2015-01-01

Economic, occupational, and social shifts in rural economies have influenced nuanced changes in the educational and occupational aspirations of rural adolescent women and men. However, there is limited contemporary research that examines the aspirations of rural adolescents at the beginning of the 21st century. Drawing on a sample of 8,756 rural adolescents in the United States, we examine how familial, geographic, and economic variables influence gender-related differences in educational and occupational aspirations. Findings revealed significant gender differences, favoring girls, in youth's educational aspirations, occupational aspirations, and aspirations for nontraditional careers. Results highlight the importance of contextual variables such as parental expectations, family income, and motivation variables in predicting gender-related aspirations of rural youth. PMID:26681990

Gendered Practices in the Education of Gifted Girls and Boys

ERIC Educational Resources Information Center

Kerr, Barbara A.; Vuyk, M. Alexandra; Rea, Chistopher

2012-01-01

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten "red-shirting" of boys and the denial of…

Gender Differences in Field-Dependence and Educational Style.

ERIC Educational Resources Information Center

Fritz, Robert L.

1994-01-01

Secondary marketing students (n=144) completed the Group Embedded Figures Test and Educational Style Preference Inventory. Gender differences were found in information processing strategies and on 12 of 19 conative variables representing the way moods and emotions act as filters to produce selective attention. These differences could be most…

Gender awareness among physicians--the effect of specialty and gender. A study of teachers at a Swedish medical school.

PubMed

Risberg, Gunilla; Hamberg, Katarina; Johansson, Eva E

2003-10-27

An important goal for medical education today is professional development including gender equality and awareness of gender issues. Are medical teachers prepared for this task? We investigated gender awareness among physician teachers, expressed as their attitudes towards the role of gender in professional relationships, and how it varied with physician gender and specialty. We discuss how this might be related to the gender climate and sex segregation in different specialties. Questionnaires were sent to all 468 specialists in the clinical departments and in family medicine, who were engaged in educating medical students at a Swedish university. They were asked to rate, on visual analogue scales, the importance of physician and patient gender in consultation, of preceptor and student gender in clinical tutoring and of physician gender in other professional encounters. Differences between family physicians, surgical, and non-surgical hospital doctors, and between women and men were estimated by chi-2 tests and multivariate logistic regression analyses. The response rate was 65 %. There were differences between specialty groups in all investigated areas mainly due to disparities among men. The odds for a male family physician to assess gender important were three times higher, and for a male non-surgical doctor two times higher when compared to a male surgical doctor. Female teachers assessed gender important to a higher degree than men. Among women there were no significant differences between specialty groups. There was an interaction between physician teachers' gender and specialty as to whether they identified gender as important in professional relationships. Male physicians, especially from the surgical group, assessed gender important to a significantly lower degree than female physicians. Physicians' degree of gender awareness may, as one of many factors, affect working climate and the distribution of women and men in different specialties. Therefore, to improve working climate and reduce segregation we suggest efforts to increase gender awareness among physicians, for example educational programs where continuous reflections about gender attitudes are encouraged.

Measurement invariance across educational levels and gender in 12-item Zarit Burden Interview (ZBI) on caregivers of people with dementia.

PubMed

Lin, Chung-Ying; Ku, Li-Jung Elizabeth; Pakpour, Amir H

2017-11-01

The Zarit Burden Interview (ZBI) is a commonly used self-report to assess caregiver burden. A 12-item short form of the ZBI has been developed; however, its measurement invariance has not been examined across some different demographics. It is unclear whether different genders and educational levels of a population interpret the ZBI items similarly. Therefore, this study aimed to examine the measurement invariance of the 12-item ZBI across gender and educational levels in a Taiwanese sample. Caregivers who had a family member with dementia (n = 270) completed the ZBI through telephone interviews. Three confirmatory factor analysis (CFA) models were conducted: Model 1 was the configural model, Model 2 constrained all factor loadings, Model 3 constrained all factor loadings and item intercepts. Multiple group CFAs and the differential item functioning (DIF) contrast under Rasch analyses were used to detect measurement invariance across males (n = 100) and females (n = 170) and across educational levels of junior high schools and below (n = 86) and senior high schools and above (n = 183). The fit index differences between models supported the measurement invariance across gender and across educational levels (∆ comparative fit index (CFI) = -0.010 and 0.003; ∆ root mean square error of approximation (RMSEA) = -0.006 to 0.004). No substantial DIF contrast was found across gender and educational levels (value = -0.36 to 0.29). The ZBI is appropriate for combined use and for comparisons in caregivers across gender and different educational levels in Taiwan.

Understandings of Gender and Education in the Political and Cultural Context: The Case of Afghan Students in an MA (Education) Programme

ERIC Educational Resources Information Center

Parajuli, Mahesh Nath; Takala, Tuomas

2013-01-01

Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions…

Slender women and overweight men: gender differences in the educational gradient in body weight in South Korea.

PubMed

Lee, Yeonjin

2017-11-21

Little is known about the gender-specific mechanisms through which education is associated with weight status in societies that have experienced a rapid rise in their obesity rates. This study extends previous literature by examining how the link between education and weight status operates within the structure of gender relations in South Korea where huge gender differences have been observed in the educational inequalities in weight status. Using the Korean National Health Survey (N = 17,947) conducted in 2008-2012 conditional quantile regression models were estimated to assess the associations between education and body weight distribution. The mean difference in the predicted probabilities of perceiving body image as average was compared by educational attainment for women and men while setting all other covariates at their means. Highly educated women were more likely to utilize their human capital to obtain slender body shape and the relationship was not mediated by economic resources. In contrast, education was positively associated with being overweight and obesity among men, for whom behaviors promoting healthy weight often conflict with a collective ideology at work that strongly supports long work hours and heavy alcohol consumption. Furthermore, Korean men were more likely to under-perceive their body size than Korean women, that is, overweight men tend to consider themselves to be of 'average' weight, regardless of their educational attainment. Current study found that gender inequalities in social status in South Korea operate to affect the relationship between education and weight status among men and women in unique ways. Weight status can be socially patterned by the interplay between education, economic, and behavioral resources within the structure of gender relations.

Gender differences in developmental dyscalculia depend on diagnostic criteria

PubMed Central

Devine, Amy; Soltész, Fruzsina; Nobes, Alison; Goswami, Usha; Szűcs, Dénes

2013-01-01

Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed. PMID:27667904

Differences in Study Motivation within and between Genders: An Examination by Gender Typicality among Early Adolescents

ERIC Educational Resources Information Center

Vantieghem, Wendelien; Van Houtte, Mieke

2018-01-01

Despite boys' educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these…

Education-Related Gender Differences in Health in Rural China

PubMed Central

Wu, Jing; Liu, Yuanli; Rao, Keqin; Sun, Qi; Qian, Juncheng; Li, Zhu

2004-01-01

We investigated gender differences in education-related health inequalities in rural China. Household interview data were obtained from 6 provinces in 1993 and 2001. Remarkable health inequalities existed and favored the higher educational groups; among women, the inequalities were greater and health inequalities increased from 1993 to 2001. Education serves as a more powerful mediating factor for health inequalities among women than among men in rural China. PMID:15451739

Antihypertensive treatment and control according to gender, education, country of birth and psychiatric disorder: the Swedish Primary Care Cardiovascular Database (SPCCD).

PubMed

Ljungman, C; Kahan, T; Schiöler, L; Hjerpe, P; Wettermark, B; Boström, K B; Manhem, K

2015-06-01

The reasons why women and men are treated with different antihypertensive drugs are not clear. Whether socioeconomic factors influence prescription patterns and blood pressure control differently in women and men has not been investigated. This cross-sectional study performed in a cohort of hypertensive patients from the Swedish Primary Care Cardiovascular Database (SPCCD) examined the influence of educational level, country of birth, gender and concomitant psychiatric disorder on prescription pattern and blood pressure control in 40,825 hypertensive patients. Men were more often than women treated with calcium channel blocker and angiotensin-converting enzyme inhibitor (ACEI), irrespective of education, country of birth and psychiatric disorder. Educational level influenced the prescription pattern to some extent, where the gender differences were reduced in patients with a higher educational level. In women, but not in men, high educational level and concomitant psychiatric disorder were associated with a higher proportion reaching target blood pressure. The predominant use of ACEI and calcium channel blockers in men is not influenced by educational level, country of birth or psychiatric disorder. Thus other explanations must be considered such as gender differences in side effects. Educational level seems to have a greater impact on reaching target blood pressure in women compared with men.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Youth Athletes, Bodies and Gender: Gender Constructions in Textbooks Used in Coaching Education Programmes in Sweden

ERIC Educational Resources Information Center

Grahn, Karin

2014-01-01

This paper is based on analyses of ideas about girls and boys in sports as they are presented in textbooks used in coaching education programmes in Sweden. Specifically, it explores gender in relation to descriptions of girls' and boys' bodies and bodily development during puberty. Texts construct gender differences. Masculinity is shaped around…

The Importance of the Act of Going: Towards Gender Inclusive Education.

ERIC Educational Resources Information Center

Rowan, Leonie

1997-01-01

Reviews factors influencing the desire for gender-inclusive educational environments; identifies common responses (token equity, homogenization of women, arguments that women are the same as/different from men). Gives examples of obstacles encountered by profeminist educators. (SK)

Education, Gender, and Economic Development: A Cross-National Study.

ERIC Educational Resources Information Center

Benavot, Aaron

1989-01-01

Examines the effects of gender differences in educational expansion on national economic growth. Using cross-national data from 96 countries, the authors found that in less-developed countries, educational expansion among primary school-age girls had a stronger impact on long-term economic prosperity than did educational expansion among primary…

Education, gender, and mortality: does schooling have the same effect on mortality for men and women in the US?

PubMed

Zajacova, Anna

2006-10-01

In this paper I examine whether the effect of education on mortality for US adults differs by gender. Discrete time logit models were used to analyze a nationally representative dataset (NHANES I) with 12,036 adults who were 25-74-years-old at the baseline survey in 1971-1975, and then re-interviewed three times through 1992. Demographic characteristics, health behaviors and economic status were controlled as potential confounding or mediating factors in the education-mortality relationship. The results showed that education had a comparable effect on mortality for men and women. No statistically significant gender difference was found in all-cause mortality, or mortality by cause of death, among younger persons, and among the elderly. Analysis by marital status, however, suggested that these findings apply only to married men and women. Among the divorced, there was a statistically significant gender difference whereby education had no effect on mortality for men while divorced women evidenced a strong education gradient (seven percent lower odds of dying for each year of schooling). Possible explanations for these patterns are discussed.

Realizing Gender Equality in Higher Education: The Need To Integrate Work/Family Issues. 1991 ASHE-ERIC Higher Education Report 2.

ERIC Educational Resources Information Center

Hensel, Nancy

This monograph examines gender differences and related issues in higher education faculty and proposes steps to change the current climate to resolve gender inequalities, solve the impending shortage of faculty, and improve diversity among faculty. A look at the status of women in academia finds that women are an under-represented group in tenured…

(Un)veiling Desire: Re-Defining Relationships between Gendered Adult Education Subjects and Adult Education Programmes

ERIC Educational Resources Information Center

Chopra, Priti

2011-01-01

This paper challenges constructions of the "gendered illiterate Indian villager" as a homogenous group of people who are empowered through acquiring literacy. I strive to displace homogeneous representations of gendered "illiterate" subjects through ethnographic accounts of diverse people's realities in different villages in…

Threading "Stitches" to Approach Gender Identity, Sexual Identity, and Difference

ERIC Educational Resources Information Center

North, Connie E.

2010-01-01

As LGBTQI (lesbian, gay, bisexual, transgender, queer/questioning, and intersex) issues become increasingly integrated into multicultural education discourses, we as educators need to examine the implications of our pedagogies for teaching about gender and sexual identities. This article explores my teaching of non-conforming gender identities in…

Reporting Heterogeneity and Health Disparities Across Gender and Education Levels: Evidence From Four Countries.

PubMed

Molina, Teresa

2016-04-01

I use anchoring vignettes from Indonesia, the United States, England, and China to study the extent to which differences in self-reported health across gender and education levels can be explained by the use of different response thresholds. To determine whether statistically significant differences between groups remain after adjusting thresholds, I calculate standard errors for the simulated probabilities, largely ignored in previous literature. Accounting for reporting heterogeneity reduces the gender gap in many health domains across the four countries, but to varying degrees. Health disparities across education levels persist and even widen after equalizing thresholds across the two groups.

Perceptions on Gender-Based Differences in Educational Leadership

ERIC Educational Resources Information Center

Aziz, Fakhra; Kalsoom, Qudsia; Quraishi, Uzma; Hasan, Sibte

2017-01-01

This descriptive, qualitative study aimed at identifying disparities in perceptions of males and females regarding gender-based differences in educational leadership. Data were gathered purposively from 20 renowned male and female educationists having a long experience of leadership in various institutes of Pakistan. An open-ended questionnaire…

Changing Gender Norms and Marriage Dynamics in the United States.

PubMed

Pessin, Léa

2018-02-01

Using a regional measure of gender norms from the General Social Surveys together with marital histories from the Panel Study of Income Dynamics, this study explored how gender norms were associated with women's marriage dynamics between 1968 and 2012. Results suggested that a higher prevalence of egalitarian gender norms predicted a decline in marriage formation. This decline was, however, only true for women without a college degree. For college-educated women, the association between gender norms and marriage formation became positive when gender egalitarianism prevailed. The findings also revealed an inverted U-shaped relationship between gender norms and divorce: an initial increase in divorce was observed when gender norms were predominantly traditional. The association, however, reversed as gender norms became egalitarian. No differences by education were found for divorce. The findings partially support the gender revolution framework but also highlight greater barriers to marriage for low-educated women as societies embrace gender equality.

Gender, culture, and sex-typed cognitive abilities.

PubMed

Reilly, David

2012-01-01

Although gender differences in cognitive abilities are frequently reported, the magnitude of these differences and whether they hold practical significance in the educational outcomes of boys and girls is highly debated. Furthermore, when gender gaps in reading, mathematics and science literacy are reported they are often attributed to innate, biological differences rather than social and cultural factors. Cross-cultural evidence may contribute to this debate, and this study reports national gender differences in reading, mathematics and science literacy from 65 nations participating in the 2009 round of the Programme for International Student Assessment (PISA). Consistently across all nations, girls outperform boys in reading literacy, d = -.44. Boys outperform girls in mathematics in the USA, d = .22 and across OECD nations, d = .13. For science literacy, while the USA showed the largest gender difference across all OECD nations, d = .14, gender differences across OECD nations were non-significant, and a small female advantage was found for non-OECD nations, d = -.09. Across all three domains, these differences were more pronounced at both tails of the distribution for low- and high-achievers. Considerable cross-cultural variability was also observed, and national gender differences were correlated with gender equity measures, economic prosperity, and Hofstede's cultural dimension of power distance. Educational and societal implications of such gender gaps are addressed, as well as the mechanisms by which gender differences in cognitive abilities are culturally mediated.

[Geopolitical development inequalities in gender in Spain 1980-2005: a structural determinant of health].

PubMed

Carrasco-Portiño, Mercedes; Ruiz Cantero, María Teresa; Fernández Sáez, José; Clemente Gómez, Vicente; Roca Pérez, Victoria

2010-01-01

Gender is a structural health determinant. This study analyses the changes in gender development inequalities in Spain and its regions (1980-2005). Ecological study of the evolution of Gender Development Index and its components (Education, Income, Life Expectancy at Birth) by sex in Spain and its regions (1980-2005). Information Source: Gender Development Index (1980-2005) from the Human Capital Report, plus construction ad hoc of the Gender Development Index 2005 following the same methodology of Human Capital Report. National Statistics Institute, Active Population Survey, Municipal Register, Ministry of Education, Universities Council, EUROSTAT, and Wage Structure Survey. Spanish Gender Development Index 2005:0,903 and 1980:0,810. The range between regions under Spanish Gender Development Index was 3 times higher in 1980 (DifferenceC.Valenciana-Extremadura:0,068) than in 2005 (DifferenceAsturias-Extremadura:0,023). The regions above the Spanish Gender Development Index did not vary much. The three components (Education, Income, Life Expectancy at Birth) of the Gender Development Index improved from 1980 to 2005. The Spanish Education Index of men was higher than this value in women until 1985; later this index becomes higher in women than in men. The Spanish Income Index of women in 2005 (0,814) is inferior to that of men 25 years before (1980:0,867). Despite the improvement of the gender development happened in Spain between 1980 and 2005, the inter-regional inequalities between north-south persist. In 2005, women have more education level than men. However, the Spanish income media in women in 2005 are inferior to the media of the men in 1980.

[Gender perspective relevant in many medical school subjects. Essential to perceive men and women holistically].

PubMed

Hamberg, Katarina

2003-12-04

Gender perspective in medicine implies that people are seen as biological as well as social and cultural creatures and the concept of wholeness is important. Still, it is common that biological explanations dominate when gender differences in various symptoms and disorders are discussed in medicine and medical training. Applying a gender perspective implies a change in that attention is then also paid to social conditions for men and women in various contexts, for example in education, on the labour market, and in different ethnic groups, parallel and simultaneously to biological causes. In this article it is shown that a gender perspective is relevant in many fields of medical training. A gender perspective can bring new insights in education about the healthy and diseased body, investigation and treatment of disease, communication and the patient-doctor-relationship, as well as career and speciality choices. The need for education of teachers on gender issues is a crucial issue for those responsible for the academic syllabus.

Gender Differential in Self-Assessment: A Fact Neglected in Higher Education Peer and Self-Assessment Techniques

ERIC Educational Resources Information Center

Torres-Guijarro, Soledad; Bengoechea, Mercedes

2017-01-01

This paper analyses student cross-assessment with a gender perspective in three different courses along several academic years in an engineering school in Spain. The aim of this study is to contribute to a wider understanding of the hidden effect of gender in higher education by testing if gender has any effect on the way students assess others…

The gender gap in accrued pension rights - an indicator of women's accumulated disadvantage over the course of working life. The Hordaland Health Study (HUSK).

PubMed

Skogen, Jens Christoffer; Hensing, Gunnel; Øverland, Simon; Knudsen, Ann Kristin; Sivertsen, Børge; Vahtera, Jussi; Tell, Grethe S; Haukenes, Inger

2018-05-01

Economic gender equality is one of the goals of the Nordic Welfare states. Despite this, there is a considerable gender gap in pensionable income in the European Union, and an unmet need for measures that absorb more of the complexity associated with accumulated (dis)advantages across gender and population groups. The aims of the present study were to examine the gender difference in association between average earned pension points and 1) education and 2) current occupational prestige, and to discuss pension points as a possible indicator of accumulated disadvantages. We linked a community-based survey, the Hordaland Health study (HUSK), to the national register of insurance benefits (FD-trygd). This made it possible to trace gendered patterns of economic (dis)advantages associated with educational level, career development and gainful work over the life course for 17,275 individuals. We found profound differences in earned accrued pension rights between men and women across socioeconomic strata, and a significant interaction between pension rights and gender in the association with education and occupational prestige. Our findings indicate that men, as a group, may have lower educational attainment and occupational prestige than women, and still earn more pension points throughout their career. These differences place women at risk for future economic strain and deprivation over and above their similarly educated and positioned male counterparts. We suggest that accrued pension rights may be a relevant measure of accumulated (dis)advantages over the course of working life, and a useful indicator when gender equality is measured and discussed.

A Research of the Effect of Attitude, Achievement, and Gender on Mathematic Education

ERIC Educational Resources Information Center

Arslan, Hasan; Çanli, Murat; Sabo, Helena Maria

2012-01-01

Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male…

[Appraisal of occupational stress in different gender, age, work duration, educational level and marital status groups].

PubMed

Yang, Xin-Wei; Wang, Zhi-Ming; Jin, Tai-Yi

2006-05-01

This study was conducted to assess occupational stress in different gender, age, work duration, educational level and marital status group. A test of occupational stress in different gender, age, work duration, educational level and marital status group, was carried out with revised occupational stress inventory (OSI-R) for 4278 participants. The results of gender show that there are heavier occupational role, stronger interpersonal and physical strain in male than that in female, and the differences are statistically significant (P < 0.01). The score of recreation in the male is higher than that in female, but the score of self-care in the female is higher than that in male, and the differences are statistically significant (P < 0.01). Difference in the scores of occupational role, personal resource among various age groups is significant (P < 0.01). Vocational, interpersonal strain scores among various age groups is significant (P < 0.05). The results of educational level analyses suggest that the difference in the scores of occupational stress and strain among various educational levels show statistically significant (P < 0.05), whereas there are no statistic significance of coping resources among the groups (P > 0.05). The occupational stress so as to improve the work ability of different groups. Different measure should be taken to reduce the occupational stress so as to improve the work ability of different groups.

Gender Differences in Game Behaviour in Invasion Games

ERIC Educational Resources Information Center

Gutierrez, David; Garcia-Lopez, Luis M.

2012-01-01

Background: Previous research has revealed the existence of gender differences in physical education. Most descriptive studies show that boys are more physically active than girls, have greater self-perception of enjoyment and competence in physical education, attach more importance to sports and participation in them and demonstrate higher game…

Gender Differences in the Influence of Parental Class on Young Adults' Participation in Postsecondary Education in the US

ERIC Educational Resources Information Center

Weiss, Felix; Scholten, Mirte M. M.

2014-01-01

As with earlier social disparities in educational achievement, re-enrolment in college education can depend on parental social background. We link this finding with gender differences using data from the US National Longitudinal Study of Youth 79 and ask if the decision to re-enrol in college is influenced by parental social class in a…

Young people's views of mental health education in secondary schools: a Scottish study.

PubMed

Woolfson, R; Woolfson, L; Mooney, L; Bryce, D

2009-11-01

This exploratory study used mixed methods to investigate young people's preferences in the delivery of mental health education and to investigate possible age and gender differences. Information was gathered about the delivery of mental health education in three secondary schools. Nine pupil focus groups were carried out to identify key themes which were then further developed and administered through questionnaires to a larger sample of 773 pupils. Gender and age differences were found in young people's preferences about who should deliver mental health education, and what, when, where and how this should be delivered. Mental health education should reflect the needs of young people. Age and gender preferences should be considered when designing these programmes.

The Gender Gap in Library Education. Historical Paper 6

ERIC Educational Resources Information Center

Harris, Roma M.; Michell, B. Gillian; Cooley, Carol

2015-01-01

Five directory issues of the "Journal of Education for Librarianship" covering a span of 18 years were examined in order to determine whether there are gender-related differences in teaching specialties within graduate programs of library and information science. The results of this inquiry revealed strong support for the gender-linked…

Gendering Social Mobility: A Comparative Perspective on the Nexus of Education and Class across Europe

ERIC Educational Resources Information Center

Abrantes, Pedro; Abrantes, Manuel

2014-01-01

Research on social mobility typically acknowledges the relevance of gender. However, gender-based differences still lack extensive description and explanation. This article starts by reviewing a number of influential contributions on social mobility, educational systems and employment change, as well as important critiques raised in feminist…

Beliefs and Gender Differences: A New Model for Research in Mathematics Education

ERIC Educational Resources Information Center

Li, Qing

2004-01-01

The major focus of this study is to propose a new research model, namely the Modified CGI gender model, for the study of gender differences in mathematics. This model is developed based on Fennema, Carpenter, and Peterson's (1989) CGI model. To examine the validity of this new model, this study also examines the gender differences in teacher and…

The Boy Factor: Can Single-Gender Classes Reduce the Over-Representation of Boys in Special Education?

ERIC Educational Resources Information Center

Piechura-Couture, Kathy; Heins, Elizabeth; Tichenor, Mercedes

2013-01-01

Since the early 1990s numerous studies have concluded that there is an over-representation of males and minorities in special education. This paper examines the question if a different educational format, such as single-gender education, can help boys' behavior and thus reduce the number of special education referrals? The rationale for…

The Boy Factor: Can Single-Gender Classes Reduce the Over-Representation of Boys in Special Education?

ERIC Educational Resources Information Center

Piechura-Couture, Kathy; Heins, Elizabeth; Tichenor, Mercedes

2011-01-01

Since the early 1990s numerous studies have concluded that there is an over-representation of males and minorities in special education. This paper examines the question if a different educational format, such as single-gender education, can help boys' behavior and thus reduce the number of special education referrals? The rationale for…

Gender Differences in the Relationship between Oral Communicative Competence and Peer Rejection: An Explorative Study in Early Childhood Education

ERIC Educational Resources Information Center

van der Wilt, Femke; van Kruistum, Claudia; van der Veen, Chiel; van Oers, Bert

2016-01-01

This study investigated gender differences in the relationship between oral communicative competence and peer rejection in early childhood education. It was hypothesized that children with poorer oral communicative competence would be rejected by their peers more frequently and that the strength of this relationship would differ for boys and…

Predicting acceptance and popularity in early adolescence as a function of hearing status, gender, and educational setting.

PubMed

Wolters, Nina; Knoors, Harry E T; Cillessen, Antonius H N; Verhoeven, Ludo

2011-01-01

This study examined associations of communicative skills, social behavior, and personality with acceptance and popularity as a function of hearing status, gender, and educational setting. Participants were 87 deaf and 672 hearing early adolescents of 52 6th grade classrooms in mainstream and special education. Acceptance varied as a function of hearing status by gender; popularity varied as a function of hearing status and educational setting. Deaf boys in mainstream education were less accepted and popular than their hearing classmates and than deaf peers in special education. Deaf girls in mainstream education were also less popular but not less accepted. Communicative skills varied as a function of hearing status, whereas social behavior varied as a function of educational setting. Deaf mainstreamed children showed less developed pragmatic and strategic communicative skills (monitoring, improvisation, initiating/maintaining) than their hearing classmates, but more social adjustment than deaf peers in special education (more prosocial behavior, less antisocial or withdrawn behavior, and more agreeableness). For acceptance, deaf girls in mainstream education compensated the lack of improvisation with higher levels of prosocial behavior, agreeableness, monitoring, and pragmatic skills, and lower levels of antisocial behavior than deaf boys. Monitoring and pragmatic skills negatively affected a deaf mainstream boy's acceptance. In special education, gender differences in prosocial behavior explained deaf boys' lower acceptance. Popularity was explained by pragmatic skills and improvisation as a function of hearing status. Voter population difference and different social behavior norms are considered as an explanation for popularity differences as a function of educational setting. Copyright © 2011 Elsevier Ltd. All rights reserved.

Women’s higher likelihood of disability pension: the role of health, family and work. A 5–7 years follow-up of the Hordaland Health Study

PubMed Central

2012-01-01

Background Women’s higher risk of disability pension compared with men is found in countries with high female work participation and universal welfare schemes. The aim of the study was to examine the extent to which self-perceived health, family situation and work factors explain women’s higher risk of disability pension. We also explored how these factors influenced the gender difference across educational strata. Methods The population-based Hordaland Health Study (HUSK) was conducted in 1997–99 and included inhabitants born in 1953–57 in Hordaland County, Norway. The current study included 5,959 men and 6,306 women in paid work with valid information on education and self-perceived health. Follow-up data on disability pension, for a period of 5–7 years, was obtained by linking the health survey to a national registry of disability pension. Cox regression analyses were employed. Results During the follow-up period 99 (1.7%) men and 230 (3.6%) women were awarded disability pension, giving a twofold risk of disability pension for women compared with men. Except for a moderate impact of self-perceived health, adjustment for family situation and work factors did not influence the gender difference in risk. Repeating the analyses in strata of education, the gender difference in risk of disability pension among the highly educated was fully explained by self-perceived health and work factors. In the lower strata of education there remained a substantial unexplained gender difference in risk. Conclusions In a Norwegian cohort of middle-aged men and women, self-perceived health, family situation and work factors could not explain women’s higher likelihood of disability pension. However, analyses stratified by educational level indicate that mechanisms behind the gender gap in disability pension differ by educational levels. Recognizing the heterogeneity within gender may contribute to a deeper understanding of women’s higher risk of disability pension. PMID:22943493

Women's higher likelihood of disability pension: the role of health, family and work. A 5-7 years follow-up of the Hordaland Health Study.

PubMed

Haukenes, Inger; Gjesdal, Sturla; Rortveit, Guri; Riise, Trond; Maeland, John Gunnar

2012-08-31

Women's higher risk of disability pension compared with men is found in countries with high female work participation and universal welfare schemes. The aim of the study was to examine the extent to which self-perceived health, family situation and work factors explain women's higher risk of disability pension. We also explored how these factors influenced the gender difference across educational strata. The population-based Hordaland Health Study (HUSK) was conducted in 1997-99 and included inhabitants born in 1953-57 in Hordaland County, Norway. The current study included 5,959 men and 6,306 women in paid work with valid information on education and self-perceived health. Follow-up data on disability pension, for a period of 5-7 years, was obtained by linking the health survey to a national registry of disability pension. Cox regression analyses were employed. During the follow-up period 99 (1.7%) men and 230 (3.6%) women were awarded disability pension, giving a twofold risk of disability pension for women compared with men. Except for a moderate impact of self-perceived health, adjustment for family situation and work factors did not influence the gender difference in risk. Repeating the analyses in strata of education, the gender difference in risk of disability pension among the highly educated was fully explained by self-perceived health and work factors. In the lower strata of education there remained a substantial unexplained gender difference in risk. In a Norwegian cohort of middle-aged men and women, self-perceived health, family situation and work factors could not explain women's higher likelihood of disability pension. However, analyses stratified by educational level indicate that mechanisms behind the gender gap in disability pension differ by educational levels. Recognizing the heterogeneity within gender may contribute to a deeper understanding of women's higher risk of disability pension.

Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-Autistic Adolescents

ERIC Educational Resources Information Center

Sedgewick, Felicity; Hill, Vivian; Yates, Rhiannon; Pickering, Leanne; Pellicano, Elizabeth

2016-01-01

This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys…

Gender Differences in Perceptions of Studying for the GCSE

ERIC Educational Resources Information Center

Rogers, Lynne; Hallam, Susan

2010-01-01

This study explored gender differences in perceptions of studying for the General Certificate of Secondary Education (GCSE). The sample comprised 644 pupils drawn from eight schools in Outer London, UK. The schools encompassed pupils who could be regarded as high, middle and low achievers drawn from co-educational and single-sex schools. Pupils…

Gender, Culture, and Sex-Typed Cognitive Abilities

PubMed Central

Reilly, David

2012-01-01

Although gender differences in cognitive abilities are frequently reported, the magnitude of these differences and whether they hold practical significance in the educational outcomes of boys and girls is highly debated. Furthermore, when gender gaps in reading, mathematics and science literacy are reported they are often attributed to innate, biological differences rather than social and cultural factors. Cross-cultural evidence may contribute to this debate, and this study reports national gender differences in reading, mathematics and science literacy from 65 nations participating in the 2009 round of the Programme for International Student Assessment (PISA). Consistently across all nations, girls outperform boys in reading literacy, d = −.44. Boys outperform girls in mathematics in the USA, d = .22 and across OECD nations, d = .13. For science literacy, while the USA showed the largest gender difference across all OECD nations, d = .14, gender differences across OECD nations were non-significant, and a small female advantage was found for non-OECD nations, d = −.09. Across all three domains, these differences were more pronounced at both tails of the distribution for low- and high-achievers. Considerable cross-cultural variability was also observed, and national gender differences were correlated with gender equity measures, economic prosperity, and Hofstede’s cultural dimension of power distance. Educational and societal implications of such gender gaps are addressed, as well as the mechanisms by which gender differences in cognitive abilities are culturally mediated. PMID:22808072

Gender-Based Differences in Surgical Residents' Perceptions of Patient Safety, Continuity of Care, and Well-Being: An Analysis from the Flexibility in Duty Hour Requirements for Surgical Trainees (FIRST) Trial.

PubMed

Ban, Kristen A; Chung, Jeanette W; Matulewicz, Richard S; Kelz, Rachel R; Shea, Judy A; Dahlke, Allison R; Quinn, Christopher M; Yang, Anthony D; Bilimoria, Karl Y

2017-02-01

Little is known about gender differences in residency training experiences and whether duty hour policies affect these differences. Using data from the Flexibility in Duty Hour Requirements for Surgical Trainees (FIRST) trial, we examined gender differences in surgical resident perceptions of patient safety, education, health and well-being, and job satisfaction, and assessed whether duty hour policies affected gender differences. We compared proportions of male and female residents expressing dissatisfaction or perceiving a negative effect of duty hours on aspects of residency training (ie patient safety, resident education, well-being, job satisfaction) overall and by PGY. Logistic regression models with robust clustered SEs were used to test for significant gender differences and interaction effects of duty hour policies on gender differences. Female PGY2 to 3 residents were more likely than males to be dissatisfied with patient safety (odds ratio [OR] = 2.50; 95% CI, 1.29-4.84) and to perceive a negative effect of duty hours on most health and well-being outcomes (OR = 1.51-2.10; all p < 0.05). Female PGY4 to 5 residents were more likely to be dissatisfied with resident education (OR = 1.56; 95% CI, 1.03-2.35) and time for rest (OR = 1.55; 95% CI, 1.05-2.28) than males. Flexible duty hours reduced gender differences in career dissatisfaction among interns (p = 0.028), but widened gender differences in negative perceptions of duty hours on patient safety (p < 0.001), most health and well-being outcomes (p < 0.05), and outcomes related to job satisfaction (p < 0.05) among PGY2 to 3 residents. Gender differences exist in perceptions of surgical residency. These differences vary across cohorts and can be influenced by duty hour policies. Copyright © 2016 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Gender Disparities in Secondary Education in Bangladesh

ERIC Educational Resources Information Center

Huq, Molla; Rahman, Pk Md. Motiur

2008-01-01

Enrolment and success rates are very crucial for any educational system in the world but they are more important for the developing countries like Bangladesh. Gender differences in enrolment and success rates are also emerging issues. This study investigated the enrolment and success rate's status in secondary educational system of Bangladesh…

Women and Men Go to University: Mathematical Background and Gender Differences in Choice of Field in Higher Education.

ERIC Educational Resources Information Center

Ayalon, Hanna

2003-01-01

Using data on applicants to an Israeli university, researchers examined whether high school course-taking patterns affected gender segregation in higher education. Women were underrepresented among applicants to mathematics-related studies. Mathematical background in high school effectively narrowed the gender gap in applying to selective and…

Gender Peer Effects in School: Does the Gender of School Peers Affect Student Achievement?

ERIC Educational Resources Information Center

Cabezas, Veronica

2010-01-01

This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences…

"It Should Be Better All Together": Exploring Strategies for "Undoing" Gender in Coeducational Physical Education

ERIC Educational Resources Information Center

Hills, Laura A.; Croston, Amanda

2012-01-01

Physical education (PE) remains the subject in coeducational schools that is most likely to be delivered in gender segregated sessions. Decisions to offer single sex lessons are often underpinned by discourses and practices associated with doing gender that emphasise differences in boys' and girls' attitudes, behaviours, abilities and experiences.…

WOMEN'S EMPOWERMENT AND GENDER INEQUALITY IN ADOLESCENT NUTRITIONAL STATUS: EVIDENCE FROM THE INDONESIAN FAMILY LIFE SURVEY.

PubMed

Kunto, Yohanes Sondang; Bras, Hilde

2017-11-23

In contrast to the extensive knowledge on the association between women's empowerment and the nutritional status of children under the age of five, relatively little is known about the influence of women's empowerment on adolescents' nutritional status. This study aimed to assess the association between women's empowerment and gender inequalities in adolescent nutritional status. Data were from the Indonesian Family Life Survey (IFLS) covering the period 1997 to 2015, and consisted of 16,683 observations from 13,396 adolescents between the ages of 10 and 19 years born in 6781 families. Three indicators of women's empowerment were used: mother's education, mother's bargaining power and mother's working status. Multivariate linear regression with robust standard errors was used to examine whether and how these indicators of women's empowerment influenced adolescent nutritional status. Interaction terms were added to analyse how the association between women's empowerment and adolescent nutritional status differed by gender. The results showed that mother's education and mother's working status were significantly associated with adolescent nutritional status, particularly with height-for-age. Adolescents of well-educated mothers had a higher height-for-age while those who were raised by mothers with a blue-collar job had a lower height-for-age. Although no gender differences were found for height-for-age, gender differences for BMI-for-age were obvious, with boys having a lower BMI-for-age than girls. Interactions between indicators of mother's empowerment and gender showed that the gender gap in BMI-for-age was smaller for adolescents of more educated mothers. However, further analyses of food consumption patterns showed that boys whose mothers were more educated consumed more fast food and had higher instant noodle consumption than girls, thus suggesting gender bias in new disguise.

The effect of patient-centeredness and gender of professional role models on trainees' mentalization responses. Implications for film-aided education.

PubMed

Bálint, Katalin; Nagy, Tamás; Csabai, Márta

2014-10-01

To examine how certain characteristics of film-presented practitioner role-models influence trainees' mentalization. In an experimental setting, psychology students watched four film clips presenting a patient-practitioner session; the clips varied in the practitioner's patient-centeredness (positive vs. negative) and gender. Participants commented on the practitioner's thoughts, emotions and intentions through the session. Analysis of 116 comments focused on the effect of patient-centeredness and gender variables on mentalization and judgment utterances. Negative role-models and female role-models induced higher levels of mentalization compared to positive and male role-models. There was no gender difference in the level of mentalization; however male participants gave more judgmental responses than female participants. The patient-centeredness had a larger effect on mentalization when trainees described the opposite gender role-model. In a systematic comparison, students' capacity for mentalization differed according to role-models' patient-centeredness and gender, as well as the gender-match of students with role-models. When working with film-presented role-models, educators should be aware of the differences in the level of mentalization elicited by positive and male role-models, as opposed to negative and female role-models. Educators should also consider the gender-match between trainees and role-models, therefore students should be exposed to both cross- and same-gender role-models. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Do not forget the boys - gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study.

PubMed

Hensels, I S; Sherr, L; Skeen, S; Macedo, A; Roberts, K J; Tomlinson, M

2016-03-01

Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12-15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys' worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked.

Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study

PubMed Central

Hensels, I. S.; Sherr, L.; Skeen, S.; Macedo, A.; Roberts, K. J.; Tomlinson, M.

2016-01-01

ABSTRACT Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12–15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys’ worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked. PMID:27392005

Gender Differences in Faculty Productivity, Satisfaction, and Salary: What Really Separates Us?

ERIC Educational Resources Information Center

Hagedorn, Linda Serra

Gender differences in faculty productivity, satisfaction, and salary were studied using 2 large datasets, the 1999 Higher Education Research Institute Faculty Survey (n=55,081) and the 1993 National Study of Postsecondary Faculty (n=25,780). Findings show very little evidence of gender differences in productivity, especially at the lower…

Do the Paths to STEMM Professions Differ by Gender?

ERIC Educational Resources Information Center

Kimmel, Linda G.; Miller, Jon D.; Eccles, Jacquelynne S.

2012-01-01

In this article we examine gender differences in factors related to science, technology, engineering, mathematics, and medicine (STEMM) education and employment between the ages of 36 and 39. Using data from the Longitudinal Study of American Youth, we identified a STEMM high school talent pool. We found early gender differences in interest in…

Employment and Earning Differences for Community College Graduates: Intersection of Gender and Equity

ERIC Educational Resources Information Center

Goho, James

2004-01-01

The economic benefits of postsecondary education are well established. However, there still seem to be differences in employment outcomes by gender or equity status. This exploratory research examined employment differences at the intersection of gender and equity status. Data were derived from a graduate survey and institutional records of a…

Gender differences in public and private drinking contexts: a multi-level GENACIS analysis.

PubMed

Bond, Jason C; Roberts, Sarah C M; Greenfield, Thomas K; Korcha, Rachael; Ye, Yu; Nayak, Madhabika B

2010-05-01

This multi-national study hypothesized that higher levels of country-level gender equality would predict smaller differences in the frequency of women's compared to men's drinking in public (like bars and restaurants) settings and possibly private (home or party) settings. GENACIS project survey data with drinking contexts included 22 countries in Europe (8); the Americas (7); Asia (3); Australasia (2), and Africa (2), analyzed using hierarchical linear models (individuals nested within country). Age, gender and marital status were individual predictors; country-level gender equality as well as equality in economic participation, education, and political participation, and reproductive autonomy and context of violence against women measures were country-level variables. In separate models, more reproductive autonomy, economic participation, and educational attainment and less violence against women predicted smaller differences in drinking in public settings. Once controlling for country-level economic status, only equality in economic participation predicted the size of the gender difference. Most country-level variables did not explain the gender difference in frequency of drinking in private settings. Where gender equality predicted this difference, the direction of the findings was opposite from the direction in public settings, with more equality predicting a larger gender difference, although this relationship was no longer significant after controlling for country-level economic status. Findings suggest that country-level gender equality may influence gender differences in drinking. However, the effects of gender equality on drinking may depend on the specific alcohol measure, in this case drinking context, as well as on the aspect of gender equality considered. Similar studies that use only global measures of gender equality may miss key relationships. We consider potential implications for alcohol related consequences, policy and public health.

Gender Justice and School Education

ERIC Educational Resources Information Center

Gao, Desheng

2009-01-01

Gender justice includes three basic dimensions: gender equality, respect for difference, and free choice. In reality, schools construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and the invisible curriculum, and the teacher's behaviour. In terms of gender justice, the social…

Gender differences in mathematics achievement in Beijing: A meta-analysis.

PubMed

Li, Meijuan; Zhang, Yongmei; Liu, Hongyun; Hao, Yi

2017-12-19

The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n = 73,318) were analysed. Meta-analysis was used in this research. The findings were as follows. (1) No gender differences in mathematical achievement exist among students in Grade 5, relatively small gender differences exist in Grade 8, females scored higher than males, and variance of male students is larger than that of females in both Grade 5 and Grade 8. (2) Except for statistics and probability, gender differences in other domains in Grade 8 are significantly higher than those in Grade 5, and female students outperform males. (3) The ratio of students of both gender in Grade 5 and Grade 8 at the 95-100% percentile level shows no significant differences. However, the ratio of male students is significantly higher than that of females at the 0-5% percentile level. (4) In Grade 5, the extent to which females outperformed males in low SES group is larger than that in higher SES groups, and in Grade 8, the magnitude of gender differences in urban schools is smaller than that in rural schools. There is a small gender difference among the 8th graders, with the male disadvantage at the bottom of the distribution. And gender differences also vary across school locations. © 2017 The British Psychological Society.

Differences in Vigorous and Moderate Physical Activity by Gender, Race/Ethnicity, Age, Education, and Income among U.S. Adults

ERIC Educational Resources Information Center

Seo, Dong-Chul; Torabi, Mohammad

2007-01-01

Background: Inconsistent findings exist regarding correlates of physical activity (PA) in the literature. Leisure-time physical activity among U.S. adults has declined for the last decade. Purpose: This article examines differences in vigorous-intensity and moderate-intensity physical activity by gender, race/ethnicity, age, education, and income…

Gender Differences in Perceptions of Ethics among Teacher Education Students at San Diego State University

ERIC Educational Resources Information Center

Kegler, Dorothy E.

2011-01-01

The Problem: The purpose of this study was to determine if there were significant differences between male and female college students' perceptions on a survey of ethics. Method: A quasi-experimental research design was administered with gender as the primary independent variable. Approximately 100 students from the School of Education Program…

The 1991 International Assessment of Educational Progress in Mathematics and Sciences: The Gender Differences Perspective.

ERIC Educational Resources Information Center

Beller, Michal; Gafni, Naomi

1996-01-01

Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

Gender Differences in the Use of Laptops in Higher Education: A Formative Analysis

ERIC Educational Resources Information Center

Kay, Robin H.; Lauricella, Sharon

2011-01-01

Over the past 18 years, a number of large scale reviews of the literature have documented that gender differences in computer attitudes, ability, and use tend to favor males. Since the use of laptops in higher education classrooms is increasing, it is important to examine whether this use is disproportionally advantageous to males and…

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

ERIC Educational Resources Information Center

Aune, Tore Kristian; Pedersen, Arve Vorland; Ingvaldsen, Rolf Petter; Dalen, Terje

2017-01-01

The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results…

The Gender Gap in Second Language Acquisition: Gender Differences in the Acquisition of Dutch among Immigrants from 88 Countries with 49 Mother Tongues.

PubMed

van der Slik, Frans W P; van Hout, Roeland W N M; Schepens, Job J

2015-01-01

Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robust and constant when other learner characteristics were taken into account, such as education, age of arrival, length of residence and hours studying Dutch. For reading and listening skills in Dutch, no gender gap was found. In addition, we found a general gender by education effect for all four language skills in Dutch for speaking, writing, reading, and listening. Female language learners turned out to profit more from higher educational training than male learners do in adult second language acquisition. These findings do not seem to match nurture-oriented explanatory frameworks based for instance on a human capital approach or gender-specific acculturation processes. Rather, they seem to corroborate a nature-based, gene-environment correlational framework in which language proficiency being a genetically-influenced ability interacting with environmental factors such as motivation, orientation, education, and learner strategies that still mediate between endowment and acquiring language proficiency at an adult stage.

Made in the (Multicultural) U.S.A.: Unpacking Tensions of Race, Culture, Gender, and Sexuality in Education

ERIC Educational Resources Information Center

Asher, Nina

2007-01-01

The author discusses the challenges of educating teachers to engage, rather than deny or repress, differences that emerge at the dynamic, context-specific intersections of race, culture, gender, and sexuality. Although multicultural education discourse is well established, stereotypic representations and repressive silences persist in the sphere…

Ethnicity and Conflict in Physical Education: A Critique of Carroll and Hollinshead's Case Study.

ERIC Educational Resources Information Center

Siraj-Blatchford, Iram

1993-01-01

Critiques a research study on ethnic and gender differences in a British secondary school physical education program. Discusses problems of small-scale research on race and gender. Concludes that Muslim values appear sexist and oppressive and that school-community cooperation can improve educational opportunities for all children. (CFR)

"It's Pretty Cool to Be Clever": The Marginal Relevance of Gender to Educational Practices and Attainment at A/AS Level?

ERIC Educational Resources Information Center

Kettley, Nigel

2006-01-01

Gender differences in educational attainment have generated considerable debate. Unfortunately, this debate has been constructed in terms of either the measurement of change in the size of the gender gap over time or attempts to theorise such change. This scholarly divide reflects the commitment of researchers to particular methodological…

Teacher Feedback and Interactions in Physical Education: Effects of Student Gender and Physical Activities

ERIC Educational Resources Information Center

Nicaise, Virginie; Cogerino, Genevieve; Fairclough, Stuart; Bois, Julien; Davis, Kathryn

2007-01-01

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher-student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher…

Educators Professional Development Needs and Best Practices in Single-Gender Elementary Classrooms

ERIC Educational Resources Information Center

Dingle, Rosa T.

2013-01-01

According to Chadwell (2009), South Carolina leads the nation in single-gender classrooms as a means to offer parents school choice. South Carolina teachers who recognize and know the gender differences between girls and boys can ensure that students reach their full potential as it relates to education. The concern is that there are a number of…

The Widening Gender Gap and Its Influence on Contemporary Postsecondary Campuses: Perceptions of Senior Student Affairs Officers

ERIC Educational Resources Information Center

Schellpfeffer, Shane E.

2012-01-01

Throughout the past 30 years, a gender gap in postsecondary education in the United States has steadily widened. The widening postsecondary gender gap, described as the difference between the number of males and females in both enrollment and degree attainment in postsecondary education, has recently garnered significant attention. The purpose of…

Gendered Motivational Processes Affecting High School Mathematics Participation, Educational Aspirations, and Career Plans: A Comparison of Samples from Australia, Canada, and the United States

ERIC Educational Resources Information Center

Watt, Helen M. G.; Shapka, Jennifer D.; Morris, Zoe A.; Durik, Amanda M.; Keating, Daniel P.; Eccles, Jacquelynne S.

2012-01-01

In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United…

The education of scientists: Gender differences during the early life course

NASA Astrophysics Data System (ADS)

Shauman, Kimberlee Akin

In this dissertation, I examine gender differences in the science and engineering (S/E) educational trajectory--the pre-college and college experiences that lead to specialized education and qualification for an S/E occupation. This research makes important contributions by providing detailed and updated information about gender differences in the timing and causal mechanisms for flows into and out of the S/E educational trajectory. By using longitudinal data to model the linkages between past and future science experiences, I measure the dynamic process underlying the S/E educational trajectory and challenge the predominant "science pipeline" conceptualization of this process. I use the life course perspective as a guide to conceptualizing the S/E trajectory and to analyzing the social forces that shape the educational and career goals of individual women and men. I develop a conceptual model that specifies how the effects of a set of social influences gradually shift in measurable and predictable ways over the educational "life histories" of individuals. The causal factors in the model are (1) individual influences such as ability and attitudes, (2) familial influences, and (3) the influence of significant others in the social structure. To uncover gender differences in the process of becoming a scientist, I use four nationally representative longitudinal studies: the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, the High School and Beyond, and the National Longitudinal Study of the Class of 1972. The empirical analyses of this dissertation focus on the individual and familial influences on participation in the S/E educational trajectory. Past experience in S/E education increases the likelihood of future participation, but persistence in the S/E trajectory is not the only viable route to S/E degree attainment. Entry into S/E majors during college is common, and it is a prevalent path to an S/E bachelor's degree, especially for women. The transition from high school to college is the point where the educational paths of males and females diverge significantly. Expectations about future family roles have the greatest influence on the gender differences in the patterns of participation in the S/E educational trajectory.

Gender-Mainstreaming in Technical and Vocational Education and Training

NASA Astrophysics Data System (ADS)

Nurhaeni, I. D. A.; Kurniawan, Y.

2018-02-01

Gender differences should be considered in vocational high schools so women and men can develop their potentials without being inhibited by gender bias. Gender mainstreaming in vocational high schools is a strategy to integrate gender differences at all stages in teaching-learning process for achieving gender equality and equity. This research evaluates the implementation of gender mainstreaming in vocational high schools consisting of seven key components of gender mainstreaming. Four vocational high schools in Sragen Regency Indonesia have been purposively selected. The data were obtained through in-depth interviews and documentation studies. The data were analyzed using Kabeer’s model of gender analysis. The findings show that not all key components of gender mainstreaming have been implemented in vocational high schools. Most vocational high schools have implemented three of seven key components of gender mainstreaming, namely political will and leadership, policy framework and gender statistics. Meanwhile four of seven key components of gender mainstreaming, namely structure and mechanism, resources, infra structures and civil society have not been well-implemented. In conclusion gender mainstreaming has not been implemented effectively in vocational high schools. Accordingly, the government’s education office should continue to encourage and publish guidelines on the implementation of gender-mainstreaming in vocational high schools.

Sexual and Reproductive Health Education Needs, Gender Roles Attitudes and Acceptance of Couple Violence According to Engaged Men and Women.

PubMed

Terzioglu, Fusun; Kok, Gulsah; Guvenc, Gulten; Ozdemir, Funda; Gonenc, Ilknur Munevver; Hicyilmaz, Basak Demirtas; Sezer, Neslihan Yılmaz

2018-04-01

This descriptive study was aimed to evaluate the attitudes of the engaged men and women who are of legal age to marry towards gender roles and acceptance of couple violence, and determine their sexual/reproductive health education needs. It was conducted in two marriage registry offices in Ankara, Turkey. The study sample consisted of 740 participants. Data were collected by using semi-structured form, Gender Roles Attitude Scale and Acceptance of Couple Violence Scale. It was found that the engaged couples had educational needs concerning sexual/reproductive health; socio-demographic characteristics such as gender, age, education, residence, and income level created significant differences in the attitudes related to accepting gender roles and violence; and having an egalitarian attitude towards gender roles decreased the rate of accepting violence between the couples. Results indicate that premarital counseling is a promising strategy to support engaged couples' sexual/reproductive health needs, and increase their awareness about gender based couple violence in communities.

Gender differences in national assessment of educational progress science items: What does i don't know really mean?

NASA Astrophysics Data System (ADS)

Linn, Marcia C.; de Benedictis, Tina; Delucchi, Kevin; Harris, Abigail; Stage, Elizabeth

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose I don't know rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the I don't know response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the I don't know response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.

Gender differences in alcohol consumption among middle-aged and older adults in Australia, the United States and Korea.

PubMed

French, Davina J; Sargent-Cox, Kerry A; Kim, Sarang; Anstey, Kaarin J

2014-08-01

To compare gender differences in alcohol use and the socioeconomic correlates of at-risk drinking among middle-aged and older adults in Australia, the United States (US) and South Korea. Data were drawn from large nationally representative surveys of people aged 45 years and older, collected in 2006. Rates of any drinking and at-risk drinking (>14 US standard drinks/week) were higher for males than females in all countries and these gender differences were largest in Korea. Socioeconomic differentials for at-risk drinking varied by country and gender. In the US, at-risk drinking was associated with lower educational levels among men, but higher educational levels among women; in Korea, it was associated with being unpartnered, particularly for women; and in Australia, at-risk drinking was associated with higher income. Gender-role expectations differ between countries and may influence both the levels at which older adults consume alcohol and the ways in which at-risk drinking is associated with socioeconomic factors. Heavy alcohol use in middle-aged and older adults is a cause for concern. Health promotion strategies should target older age groups and consider the ways in which gender, marital status and education influence norms and opportunities for risky alcohol use. © 2014 Public Health Association of Australia.

Gender Matters in Elementary Education: Research-Based Strategies to Meet the Distinctive Learning Needs of Boys and Girls

ERIC Educational Resources Information Center

Bonomo, Virginia

2010-01-01

Research indicates that gender influences how children learn. Those findings do not necessarily mean that boys learn one way and girls another. Still, there are significant differences with respect to gender and how our brains develop. Researchers have found that no single area of development influences those gender differences: rather, a…

Gender, Education and Child Labour: A Sociological Perspective

ERIC Educational Resources Information Center

Bhat, Bilal Ahmad

2010-01-01

In all societies, boys and girls are assigned different societal roles and experience different perspectives of life as a result of their being male or female. Such differences have a gigantic impact on their lives. The importance of gender perspective is very important in understanding the convolution of child labour. Gender, as opposed to sex,…

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

ERIC Educational Resources Information Center

Abraham, Jessy; Barker, Katrina

2015-01-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation,…

Measurement equivalence across gender and education in the WHOQOL-BREF for community-dwelling elderly Taiwanese.

PubMed

Lin, Chung-Ying; Li, Yueh-Ping; Lin, Sang-I; Chen, Ching-Huey

2016-08-01

The WHOQOL-BREF, a generic quality of life (QoL) instrument, has been widely used clinically and for research on older populations. However, its measurement equivalence/invariance (ME/I) has not been well examined for the elderly (≥ 65 years) across some different demographics. The data were derived from a cross-sectional study with a convenience sampling design in Taiwan. We enrolled 244 elderly participants: men = 143 (58.6%); educational level ≤ primary school = 121 (49.6%). The ME/I was examined using multiple group confirmatory factor analysis (MGCFA) across gender and educational level. The fit indices were satisfactory for the configural models of gender and educational level (standardized root mean square residual [SRMR] = 0.0742 and 0.0770; root mean square error of approximation [RMSEA] = 0.0655 and 0.0686; comparative fit index [CFI] = 0.953). In addition, MGCFAs showed that ME/I was supported across gender (ΔSRMR = 0.001 to 0.019; ΔRMSEA = -0.003 to 0.001; ΔCFI = -0.003 to 0.000) and educational level (ΔSRMR = 0.002 to 0.006; ΔRMSEA = -0.002 to 0.004; ΔCFI = -0.007 to 0.000). The WHOQOL-BREF Taiwan version is appropriate for combined use and for comparisons in older people across gender and different educational levels.

[Self-rated health and educational level in Spain: trends by autonomous communities and gender (2001-2012)].

PubMed

Aguilar-Palacio, Isabel; Carrera-Lasfuentes, Patricia; Rabanaque, M José

2015-01-01

To identify the trend in self-rated health in Spain by autonomous communities (AC) in the period 2001-2012, as well as differences by gender and age, and the influence of educational level. A cross sectional study was carried out using data from the National Health Surveys from 2001 to 2011-12 and the 2009 European Survey. A descriptive analysis was conducted that included gender, age, educational level, and the AC of residence. Logistic regression analyses were developed to explore the temporal trend and the association between educational level and self-rated health. The predictive capacity of the model was calculated using the C statistic. The prevalence of low self-rated health was higher in women with low educational level. Self-rated health improved in women with high educational level (2001:18.6% vs. 2012:14.6%). The highest prevalence of low self-rated health was observed in Andalusia, the Canary Islands, Galicia and Murcia, with differences by gender. Low educational level was associated with low self-rated health in most AC, with good predictive capacity. In all AC except Asturias, low self-rated health was more frequent in women than in men. In Spain, the prevalence of self-rated health showed no variations in the period analyzed and improved in the Balearic Islands, Catalonia, and Madrid. The prevalence of self-rated health in Spain differed by AC. Although health was unchanged during the period considered, inequalities were found in its temporal trend by educational level and gender, which could lead to an increase in health inequalities in women according educational level. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

Gender Gaps in High School Students' Homework Time

ERIC Educational Resources Information Center

Gershenson, Seth; Holt, Stephen B.

2015-01-01

Gender differences in human capital investments made outside of the traditional school day suggest that males and females consume, respond to, and form habits relating to education differently. We document robust, statistically significant one-hour weekly gender gaps in secondary students' non-school study time using time diary data from the…

Gender Differences in International Students' Adjustment

ERIC Educational Resources Information Center

Lee, Seungcheol Austin; Park, Hee Sun; Kim, Wonsun

2009-01-01

As gender roles in the society are being rapidly redefined, female students today are showing outstanding academic prowess and pursuing higher education. The current study recruited Korean international students (n = 76) enrolled in universities in the US and examined gender differences in academic adjustment. The findings of the current study…

Bullying in German Primary Schools: Gender Differences, Age Trends and Influence of Parents' Migration and Educational Backgrounds

ERIC Educational Resources Information Center

von Marees, Nandoli; Petermann, Franz

2010-01-01

The study discussed herein assessed the prevalence of bullying and analysed possible predictors for bullying in a sample of urban primary school-age children. Factors considered were students' gender and age differences as well as parents' educational level and migration backgrounds. Using a cross-informant approach (self- and teacher-reports),…

Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

ERIC Educational Resources Information Center

Goni, Umar; Bello, S.

2016-01-01

This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

Gender Difference in Students' Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling

ERIC Educational Resources Information Center

Goni, Umar; wali S. B., Yagana; Ali, Hajja Kaltum; Bularafa, Mohammed Waziri

2015-01-01

This study examines the differences between students' gender and academic achievement in Colleges of Education in Borno State. The study set one research objective, one research question and tested one research hypothesis. the population of this study include all the NCE students from three NCE awarding institutions in the state that were…

Gender Differences in the Developmental Cascade from Harsh Parenting to Educational Attainment: An Evolutionary Perspective

ERIC Educational Resources Information Center

Hentges, Rochelle F.; Wang, Ming-Te

2018-01-01

This study utilized life history theory to test a developmental cascade model linking harsh parenting to low educational attainment. Multigroup models were examined to test for potential gender differences. The sample consisted of 1,482 adolescents followed up for 9 years starting in seventh grade (M[subscript age] = 12.74). Results supported…

The female-male disparity in obesity prevalence among black American young adults: contributions of sociodemographic characteristics of the childhood family.

PubMed

Robinson, Whitney R; Gordon-Larsen, Penny; Kaufman, Jay S; Suchindran, Chirayath M; Stevens, June

2009-04-01

In the United States, black women are at much greater risk of obesity than are black men. Little is known about the factors underlying this disparity. We explored whether childhood sociodemographic factors (parental education, single-mother household, number of siblings, number of minors in household, birth order, and female caregiver's age) were associated with the gender disparity in obesity prevalence in young black adults in the United States. An analytic data set (n = 7747) was constructed from the nationally representative National Longitudinal Study of Adolescent Health. Childhood sociodemographic factors were assessed in 1994-1995 in nonimmigrant black and white youths aged 11-19 y. Obesity was assessed in 2001-2002. For each childhood sociodemographic factor, we evaluated whether the prevalence difference (female obesity minus male obesity) was modified by the factor. We described the contribution of each variable category to the overall prevalence difference. In unadjusted and multivariable-adjusted models, parental education consistently modified gender disparity in blacks (P = 0.01). The gender gap was largest with low parental education (16.7% of men compared with 45.4% of women were obese) and smallest with high parental education (28.5% of men compared with 31.4% of women were obese). In whites, there was little overall gender difference in obesity prevalence. To our knowledge, this was the first study to document that the gender disparity in obesity prevalence in young black adults is concentrated in families with low parental education. In these low-socioeconomic-status families, obesity development is either under the control of distinct mechanisms in each gender, or men and women from these households adopt different obesity-related behaviors.

The female-male disparity in obesity prevalence among black American young adults: contributions of sociodemographic characteristics of the childhood family1234

PubMed Central

Robinson, Whitney R; Gordon-Larsen, Penny; Kaufman, Jay S; Suchindran, Chirayath M; Stevens, June

2009-01-01

Background: In the United States, black women are at much greater risk of obesity than are black men. Little is known about the factors underlying this disparity. Objective: We explored whether childhood sociodemographic factors (parental education, single-mother household, number of siblings, number of minors in household, birth order, and female caregiver's age) were associated with the gender disparity in obesity prevalence in young black adults in the United States. Design: An analytic data set (n = 7747) was constructed from the nationally representative National Longitudinal Study of Adolescent Health. Childhood sociodemographic factors were assessed in 1994–1995 in nonimmigrant black and white youths aged 11–19 y. Obesity was assessed in 2001–2002. For each childhood sociodemographic factor, we evaluated whether the prevalence difference (female obesity minus male obesity) was modified by the factor. We described the contribution of each variable category to the overall prevalence difference. Results: In unadjusted and multivariable-adjusted models, parental education consistently modified gender disparity in blacks (P = 0.01). The gender gap was largest with low parental education (16.7% of men compared with 45.4% of women were obese) and smallest with high parental education (28.5% of men compared with 31.4% of women were obese). In whites, there was little overall gender difference in obesity prevalence. Conclusions: To our knowledge, this was the first study to document that the gender disparity in obesity prevalence in young black adults is concentrated in families with low parental education. In these low-socioeconomic-status families, obesity development is either under the control of distinct mechanisms in each gender, or men and women from these households adopt different obesity-related behaviors. PMID:19190069

Tracking Success: High School Curricula and Labor Market Outcomes by Race and Gender

ERIC Educational Resources Information Center

Moller, Stephanie; Stearns, Elizabeth

2012-01-01

Education researchers have established that educational tracking reinforces inequalities, but they have not fully examined the affect of these tracks on labor market outcomes for men and women of different races/ethnicities. At the same time, labor market researchers have studied the association between education and income by race and gender, but…

Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?

ERIC Educational Resources Information Center

Rubie-Davies, C. M.; Lee, K.

2013-01-01

Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The…

Mapping Gender and Social Background Differences in Education and Youth Transitions across Europe

ERIC Educational Resources Information Center

Iannelli, Cristina; Smyth, Emer

2008-01-01

This paper uses data drawn from the European Union Labour Force Survey 2000 Ad Hoc Module on School to Work Transitions to explore the influence of gender and social background (measured in terms of parental education) on young people's educational and early labour market outcomes across 12 European countries. Our results show that social…

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

[The impact of socioeconomic factors on the gender differences of disability and subjective health among elderly Koreans].

PubMed

Jeon, Gyeong Suk; Jang, Soong Nang; Rhee, Seon Ja

2009-05-01

Research on the gender differences of health among older Korean people has been limited compared with the research for other stages of life. This study first examined the patterns and magnitude of the gender differences of health in later life. Second, we examined the gender differences in the health of older men and women that were attributable to differing socioeconomic conditions. Using the nationally representative 2005 Korean National Health and Nutrition Examination Survey, the gender differences in disability and subjective poor health were assessed by calculating the age adjusted and gender-specific prevalence. Logistic regression analyses were used to assess if the differences between the men and women for health could be explained by differential exposure to socioeconomic factors and/or the differential vulnerability of men and women to these socioeconomic factors. Our results indicated that older women were more likely than the men to report disability and poor subjective health. The health disadvantage of older women was diminished by differential experiences with socioeconomic factors, and especially education. The differences shrink as much as 43.7% in the case of disability and 35.4% in the case of poor subjective health by the differential exposure to educational attainment. Any differential vulnerability to socioeconomic factors was not found between the men and women, which means that socioeconomic factors may have similar effect on health in both genders. Differential socioeconomic experience and exposure between the men and women might cause gender difference in health in old age Koreans.

Should Educators and Parents Encourage Other-Gender Interactions? Gender Segregation and Sexism

ERIC Educational Resources Information Center

Keener, Emily; Mehta, Clare; Strough, JoNell

2013-01-01

We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15-17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: "hanging out" at home and working on a school project. The Modern Sexism…

Colonial legacy, women's rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia

NASA Astrophysics Data System (ADS)

Megahed, Nagwa; Lack, Stephen

2011-08-01

One aspect of the call for democracy in the recent Arab region uprisings is the issue of women's rights and gender equality. Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They are: "Islamic" teaching and local traditions concerning women's roles in a given society; Western, European colonial perception of women's rights; and finally national gender-related policy reforms. This paper examines the past and present status of women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices in the social sphere with a focus on women's modesty ( hijab); to international policies and national responses with regard to women's rights and finally to female participation in pre-university and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates similarities and differences between Egypt's and Tunisia's reform policies towards gender parity. It highlights the confrontation of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform policy.

From Athletes to Astrophysicists: Gender Differences in Patterns and Predictors of Career Aspirations in Pre-Adolescence

PubMed Central

Perry, Brea L.; Morris, Edward W.; Link, Tanja C.; Leukefeld, Carl

2017-01-01

This paper adds to research on girls’ growing educational advantage by examining gender differences in career paths. Using baseline data from an intervention study (TRY-IT!) targeting 265 sixth-graders in Title I schools, our research traces adolescent career aspirations by gender, race and class. Additionally, we investigate whether girls and boys exhibit differential sensitivity to environmental risk and protective factors that shape career and educational aspirations. We find that the career choices of boys vary more widely by social context, including socioeconomic status, race, and academic resources. Specifically, among youth with fewer social and academic advantages, girls aspire to more practical careers and careers which require higher levels of educational attainment relative to boys. The findings reveal how sources of inequality such as race and class shape gendered aspirations and complicate gender inequality. We reason that boys’ choices are more volatile and socially contingent because of the emphasis on high-status careers as a signifier of masculinity. PMID:28540079

ICTs and Gender. OECD Digital Economy Papers, No. 129

ERIC Educational Resources Information Center

van Welsum, Desiree; Montagnier, Pierre

2007-01-01

This document provides an overview of the gender distribution of ICT and ICT-related employment in OECD countries, and ICT employment patterns are contrasted with overall employment to highlight differences. The authors discuss participation in ICT-related education and training, and differences in ICT access and use by gender. Overall,…

Teacher Perceptions of Gender-Based Differences among Elementary School Teachers

ERIC Educational Resources Information Center

Wood, Tracy D.

2009-01-01

Far fewer males than females work in elementary education today. This deficit may represent an unacceptable balance in elementary teacher gender demographics. The purpose of this study was to examine teacher perceptions of gender-based differences among elementary school teachers. In this mixed-methods study, 217 elementary teachers in four public…

The Gender Gap in Second Language Acquisition: Gender Differences in the Acquisition of Dutch among Immigrants from 88 Countries with 49 Mother Tongues

PubMed Central

van der Slik, Frans W. P.; van Hout, Roeland W. N. M.; Schepens, Job J.

2015-01-01

Gender differences were analyzed across countries of origin and continents, and across mother tongues and language families, using a large-scale database, containing information on 27,119 adult learners of Dutch as a second language. Female learners consistently outperformed male learners in speaking and writing proficiency in Dutch as a second language. This gender gap remained remarkably robust and constant when other learner characteristics were taken into account, such as education, age of arrival, length of residence and hours studying Dutch. For reading and listening skills in Dutch, no gender gap was found. In addition, we found a general gender by education effect for all four language skills in Dutch for speaking, writing, reading, and listening. Female language learners turned out to profit more from higher educational training than male learners do in adult second language acquisition. These findings do not seem to match nurture-oriented explanatory frameworks based for instance on a human capital approach or gender-specific acculturation processes. Rather, they seem to corroborate a nature-based, gene-environment correlational framework in which language proficiency being a genetically-influenced ability interacting with environmental factors such as motivation, orientation, education, and learner strategies that still mediate between endowment and acquiring language proficiency at an adult stage. PMID:26540465

Motivational factors, gender and engineering education

NASA Astrophysics Data System (ADS)

Kolmos, Anette; Mejlgaard, Niels; Haase, Sanne; Egelund Holgaard, Jette

2013-06-01

Based on survey data covering the full population of students enrolled in Danish engineering education in autumn 2010, we explore the motivational factors behind educational choice, with a particular aim of comparing male and female students1 reasons for choosing a career in engineering. We find that women are significantly more influenced by mentors than men, while men tend to be more motivated by intrinsic and financial factors, and by the social importance of the engineering profession. Parental influence is low across all programmes and by differentiating between specific clusters of engineering programmes, we further show that these overall gender differences are subtle and that motivational factors are unequally important across the different educational programmes. The findings from this study clearly indicate that intrinsic and social motivations are the most important motivational factors; however, gender and programme differentiation needs to be taken into account, and points towards diverse future strategies for attracting students to engineering education.

Cultural Capital and Gender Differences in Parental Involvement in Children's Schooling and Higher Education Choice in China

ERIC Educational Resources Information Center

Sheng, Xiaoming

2012-01-01

This article employs the concept of cultural capital to examine the ways in which social difference in terms of gender are played out in parental involvement in children's schooling and higher education choice. The intention has been to provide an in-depth analysis of the ways in which Chinese mothers and fathers are involved in the process.…

Motivation in educational contexts: does gender matter?

PubMed

Butler, Ruth

2014-01-01

Girls and women now outperform boys and men on many indices of academic achievement. Gender differences in motivation may underlie these trends. In this chapter, I review and integrate research on gender differences in self-evaluation, self-regulation, and achievement goals. I argue for the existence of gendered tendencies "to prove" versus "to try and to improve," whereby males tend to orient to demonstrating and defending their abilities, and females to working hard and addressing deficiencies. I discuss how these motivations develop within social and educational contexts of learning, and intersect with gendered patterns of socialization, values, and behaviors in other arenas, especially relational ones. Recurring themes include the costs and benefits of differential emphases on competition and self-promotion versus affiliation and consideration of others in the family, peer group, and classroom. I conclude with some recommendations for creating classroom environments that might promote optimal motivation among all students, regardless of gender.

[Subjectivity of nursing college students' awareness of gender equality: an application of Q-methodology].

PubMed

Yeun, Eun Ja; Kwon, Hye Jin; Kim, Hyun Jeong

2012-06-01

This study was done to identify the awareness of gender equality among nursing college students, and to provide basic data for educational solutions and desirable directions. A Q-methodology which provides a method of analyzing the subjectivity of each item was used. 34 selected Q-statements from each of 20 women nursing college students were classified into a shape of normal distribution using 9-point scale. Subjectivity on the equality among genders was analyzed by the pc-QUANL program. Four types of awareness of gender equality in nursing college students were identified. The name for type I was 'pursuit of androgyny', for type II, 'difference-recognition', for type III, 'human-relationship emphasis', and for type IV, 'social-system emphasis'. The results of this study indicate that different approaches to educational programs on gender equality are recommended for nursing college students based on the four types of gender equality awareness.

Gender-based education during clerkships: a focus group study

PubMed Central

van Leerdam, Lotte; Rietveld, Lianne; Teunissen, Doreth; Lagro-Janssen, Antoine

2014-01-01

Objectives One of the goals of the medical master’s degree is for a student to become a gender-sensitive doctor by applying knowledge of gender differences in practice. This study aims to investigate, from the students’ perspective, whether gender medicine has been taught in daily practice during clerkship. Methods A focus group study was conducted among 29 medical students from Radboud University, Nijmegen, The Netherlands, who had just finished either their internal medicine or surgical clerkships. Data were analyzed in line with the principles of constant comparative analysis. Results Four focus groups were conducted with 29 participating students. Clinical teachers barely discuss gender differences during students’ clerkships. The students mentioned three main explanatory themes: insufficient knowledge; unawareness; and minor impact. As a result, students feel that they have insufficient competencies to become gender-sensitive doctors. Conclusion Medical students at our institution perceive that they have received limited exposure to gender-based education after completing two key clinical clerkships. All students feel that they have insufficient knowledge to become gender-sensitive doctors. They suppose that their clinical teachers have insufficient knowledge regarding gender sensitivity, are unaware of gender differences, and the students had the impression that gender is not regarded as an important issue. We suggest that the medical faculty should encourage clinical teachers to improve their knowledge and awareness of gender issues. PMID:24600301

Education for a Culture of Peace in a Gender Perspective.

ERIC Educational Resources Information Center

Reardon, Betty A.

The goal of this study unit on education for a culture of peace in a gender perspective is to assist teachers in their efforts to educate caring and responsible citizens, open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by nonviolent means.…

Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School

ERIC Educational Resources Information Center

Wood, Dana; Kaplan, Rachel; McLoyd, Vonnie C.

2007-01-01

This study examined how youths' gender is related to the educational expectations of urban, low-income African American youth, their parents, and their teachers. As predicted, African American boys (ages 9-16) reported lower expectations for future educational attainment than did their female counterparts. Parents and teachers also reported lower…

Gender Inequalities and Higher Music Education: Comparing the UK and Sweden

ERIC Educational Resources Information Center

de Boise, Sam

2018-01-01

Whilst the impact of gender inequalities has been studied in relation to music education, especially in the UK, relatively little has been written about their impact on higher music education (HME). This article compares data on HME programs and courses, in the UK and Sweden, from 2010 to 2014. It looks at similarities and differences in the…

Victorian Certificate of Education: Mathematics, Science and Gender

ERIC Educational Resources Information Center

Cox, Peter J.; Leder, Gilah C.; Forgasz, Helen J.

2004-01-01

Gender differences in participation and performance at "high stakes" examinations have received much public attention, which has often focused on mathematics and science subjects. This paper describes the innovative forms of assessment introduced into mathematics and science subjects within the Victorian Certificate of Education (VCE)…

Sex-Types and Instrument Selection: The Effect of Gender Schemas on Fifth Graders' Instrument Choices

ERIC Educational Resources Information Center

Wiedenfeld, Laura M.

2012-01-01

Since the mid-1970s, music education researchers studied and followed musicians' and non-musicians' views of music instrument gender stereotypes and associations. To understand instrument gender stereotypes, one must first understand the difference between sex and gender and gender's role in society. This research aims to study the views of…

Assessing Gender Differences in College Cigarette Smoking Intenders and Nonintenders.

ERIC Educational Resources Information Center

Page, Randy M.; Gold, Robert S.

1983-01-01

Significant gender differences were observed regarding college students' beliefs about the consequences of smoking, their normative beliefs concerning smoking, and their willingness to comply with advice from authority figures. Educational and treatment programs should address males and females differently. (Author/PP)

Intergenerational transfers in Philippine rice villages. Gender differences in traditional inheritance customs.

PubMed

Quisumbing, A R

1994-04-01

The author presents findings from a study of education, land, and nonland asset transfers from parents to children in 344 households in five rice villages in the Philippines. A model with family fixed effects is developed which explains transfers better than either individual heterogeneity or observed parent and child characteristics without family fixed effects. Analysis revealed that families facing different land constraints exhibit significantly different patterns of educational investment in children. In a subsample with completed inheritance, daughters receive less education, land, and total inheritance, but are compensated with nonland assets. Parents also exhibit preferential behavior toward children of the same gender such that daughters of better educated mothers receive more land, nonland assets, and total inheritance. Better educated fathers, however, give land preferentially to sons, but favor daughters in education.

Effects of age, gender and educational background on strength of motivation for medical school.

PubMed

Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2010-08-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience.

Gender and Sex Education: A Study of Adolescent Responses.

ERIC Educational Resources Information Center

Measor, Lynda; And Others

1996-01-01

Responses of English adolescents to single-sex sex education classes were studied, focusing on about 20 females and about 20 males. There were clear gender differences in student reactions, with boys responding more openly, disruptively, and negatively. The role of cultural prescriptions in their responses is explored. (SLD)

Understanding the Gender and Ethnicity Attainment Gap in UK Higher Education

ERIC Educational Resources Information Center

Cotton, D. R. E.; Joyner, M.; George, R.; Cotton, P. A.

2016-01-01

In recent years, the success rates of different groups of students in higher education have come under considerable scrutiny, with gender and ethnicity identified as key attributes predicting differential achievement of "good degrees". A review of previous studies highlights the need for research which looks beyond "the deficit…

Dinosaur Discourses: Taking Stock of Gendered Learning Myths

ERIC Educational Resources Information Center

Paule, Michele

2015-01-01

The persistence of gendered learning myths in educational contexts and the wider imaginary continues to trouble feminist educational researchers and practitioners. The tracing of such myths and the categories they create through authoritative and elite discourses of the past suggests how they have functioned across different fields to preserve a…

Gender Differences in Teachers' Perceptions of Students' Temperament, Educational Competence, and Teachability

ERIC Educational Resources Information Center

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa

2012-01-01

Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…

Gender Mainstreaming of Adult Mathematics Education: Opportunities and Challenges

ERIC Educational Resources Information Center

Henningsen, Inge

2008-01-01

Mainstreaming as a strategy for equality has been widely adopted by the international community. Mainstreaming of adult mathematics education entails that gender, ethnicity, social class and other difference defining categories are included consciously and explicitly in all activities. A growing body of research explore how pluralism and…

The NEA 1997 Almanac of Higher Education.

ERIC Educational Resources Information Center

Wechsler, Harold, Ed.

This report contains seven essays on current issues in higher education and a 1995-96 faculty salary report. "Faculty Salaries, 1995-96" (John B. Lee) provides an overview of faculty salaries, while "Faculty Workload and Productivity: Ethnic and Gender Disparities (Henry L. Allen) examines the ethnic and gender differences in…

Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

ERIC Educational Resources Information Center

Scheiber, Caroline; Reynolds, Matthew R.; Hajovsky, Daniel B.; Kaufman, Alan S.

2015-01-01

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender,…

How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

PubMed

Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

2009-03-01

Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

Difference in Higher Education Pedagogies: Gender, Emotion and Shame

ERIC Educational Resources Information Center

Burke, Penny Jane

2017-01-01

This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of "shame." I use the term "pedagogic participation" to illuminate the relationship between formations of difference, policy concerns to improve "equity" and higher education…

The effects of gender, age, schooling, and cultural background on the identification of facial emotions: a transcultural study.

PubMed

de Souza, Leonardo Cruz; Bertoux, Maxime; de Faria, Ângelo Ribeiro Vaz; Corgosinho, Laiane Tábata Souza; Prado, Ana Carolina de Almeida; Barbosa, Izabela Guimarães; Caramelli, Paulo; Colosimo, Enrico; Teixeira, Antônio Lúcio

2018-05-25

ABSTRACTBackground:Social cognition tasks, such as identification of emotions, can contribute to the diagnosis of neuropsychiatric disorders. The wide use of Facial Emotion Recognition Test (FERT) is hampered by the absence of normative dataset and by the limited understanding of how demographic factors such as age, education, gender, and cultural background may influence the performance on the test. We analyzed the influence of these variables in the performance in the FERT from the short version of the Social and Emotional Assessment. This task is composed by 35 pictures with 7 different emotions presented 5 times each. Cognitively healthy Brazilian participants (n = 203; 109 females and 94 males) underwent the FERT. We compared the performance of participants across gender, age, and educational subgroups. We also compared the performance of Brazilians with a group of French subjects (n = 60) matched for gender, age, and educational level. There was no gender difference regarding the performance on total score and in each emotion subscore in the Brazilian sample. We found a significant effect of aging and schooling on the performance on the FERT, with younger and more educated subjects having higher scores. Brazilian and French participants did not differ in the FERT and its subscores. Normative data for employing the FERT in Brazilian population is presented. Data here provided may contribute to the interpretation of the results of FERT in different cultural contexts and highlight the common bias that should be corrected in the future tasks to be developed.

Sociodemographic and Substance Use Disorder Determinants of HIV Sexual Risk Behavior in Men and Women in Outpatient Drug Treatment in the NIDA National Drug Abuse Treatment Clinical Trials Network.

PubMed

Kidd, Jeremy D; Tross, Susan; Pavlicova, Martina; Hu, Mei-Chen; Campbell, Aimee N C; Nunes, Edward V

2017-06-07

Sexual risk behavior is now the primary vector of HIV transmission among substance users in the United States with gender as a crucial moderator of risk behavior. The purpose of this study was to examine gender differences in factors (age, race/ethnicity, education) that predict main-partner unprotected sexual occasions (USO) using the unique platform of two parallel NIDA National Drug Abuse Treatment Clinical Trials Network gender-specific safer sex intervention trials. Baseline assessments of male (N = 430) and female (N = 377) participants included demographic characteristics; past 3-month sexual activity; and a diagnostic assessment for alcohol, cocaine/stimulant, and opioid use disorders. Using mixed effects generalized linear modeling of the main outcome USO, two-way interactions of gender with age, race/ethnicity, and education were evaluated and adjusted by alcohol, cocaine/stimulant, or opioid use disorder. When adjusted for alcohol use disorder, the interaction of education and gender was significant. For men, a high school or greater education was significantly associated with more USO compared to men with less than high school. For women, greater than high school education was significantly associated with less USO compared to women with a high school education. None of the other interactions were significant when adjusted for cocaine/stimulant or opioid use disorder. Conclusions/Importance: This study demonstrates gender differences in the relationship of education, alcohol use disorder, and main-partner USO in individuals in substance abuse treatment. This underscores the importance of considering demographic and substance use factors in HIV sexual risk behavior and in crafting prevention messages for this population.

Effects of Prior Economic Education, Native Language, and Gender on Economic Knowledge of First-Year Students in Higher Education. A Comparative Study between Germany and the USA

ERIC Educational Resources Information Center

Brückner, Sebastian; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Walstad, William B.

2015-01-01

The assessment of university students' economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students' economic knowledge have been highlighted since long. However, the findings…

Euro-Education: Employability for all (EEE4all). Design and implementation of an international course for future health-care professionals.

PubMed

Lindh Falk, Annika E; Sandqvist, Jan L; Liedberg, Gunilla M

2012-01-01

Employment is a priority in the European Union, and it is essential to address the needs of individuals disadvantaged at the labour market on grounds such as ethnicity, age, gender or disability, to increase the opportunities for these groups to gain employment. The Council of the European Union recognize the important role of national organisations in increasing gender equality and the need to integrate a gender perspective in all policies. Gender equality perspectives should also, according to the EU Plan of Action and Gender Equality be integrated in education. To equip students in higher education with knowledge, about gender, age, disability and ethnicity in relation to employability, a European group initiated a project; Euro-Education: Employability for all (EEE4all). The project, funded by the European Lifelong Learning Programme, was aimed to develop and implement four course modules, each relating to employability with different focus: gender, age, disability or ethnicity. In this paper design, implementation, and evaluation of the course focused on gender, provided by the Occupational Therapy Programme at Linkoping University, is described. The students highlighted the importance of awareness and knowledge about gender theory and its application in relation to employability and client-centred approach.

Trends in gender segregation in the choice of science and engineering majors.

PubMed

Mann, Allison; Diprete, Thomas A

2013-11-01

Numerous theories have been put forward for the high and continuing levels of gender segregation in science, technology, engineering, and mathematics (STEM) fields, but research has not systematically examined the extent to which these theories for the gender gap are consistent with actual trends. Using both administrative data and four separate longitudinal studies sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), we evaluate several prominent explanations for the persisting gender gap in STEM fields related to mathematics performance and background and general life goals, and find that none of them are empirically satisfactory. Instead, we suggest that the structure of majors and their linkages to professional training and careers may combine with gender differences in educational goals to influence the persisting gender gap in STEM fields. An analysis of gendered career aspirations, course-taking patterns, and pathways to medical and law school supports this explanation. Copyright © 2013 Elsevier Inc. All rights reserved.

Educational standardization and gender differences in mathematics achievement: A comparative study.

PubMed

Ayalon, Hanna; Livneh, Idit

2013-03-01

We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap. Copyright © 2012 Elsevier Inc. All rights reserved.

Perceived Gender Based Stereotypes in Educational Technology Advertisements

ERIC Educational Resources Information Center

Bolliger, Doris U.

2008-01-01

Researchers point out gender differences in the adoption and use of technology. Men tend to be the early adopters of computer technologies, whereas women are thought of as laggards. Several writings exist that identified ads in the media as gender biased. Thomas and Treiber, who examined race, gender, and status in popular magazines, indicate that…

Gender Insights Coming to Your Classroom

ERIC Educational Resources Information Center

Sadker, David; Koch, Melissa

2016-01-01

The research about gender differences and gender inequities in education continues to yield new insights that are relevant to schools, write David Sadker and Melissa Koch. In this article, they discuss four of these insights. (1) Stereotype threat is real, but malleable. For example, research shows that simply reminding females of their gender can…

Gender Differences in Teacher Computer Acceptance

ERIC Educational Resources Information Center

Yuen, Allan H. K.; Ma, Will W. K.

2002-01-01

Teachers' computer acceptance is an important factor to the successful use of computers in education. This article explores the gender differences in teacher computer acceptance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 preservice…

Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

PubMed

Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

2016-06-01

To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.

Low-Skilled Adults in Formal Continuing Education: Does Their Motivation Differ from Other Learners?

ERIC Educational Resources Information Center

Daehlen, Marianne; Ure, Odd Bjorn

2009-01-01

This study aims to analyse low-skilled adults' motivation for formal adult education. The study examines how adults' motivation for formal education is affected by educational level, age, gender, employment status and citizenship. Survey data were collected from adults enrolled in formal educational programmes at different educational levels. Of…

Relative health effects of education, socioeconomic status and domestic gender inequity in Sweden: a cohort study.

PubMed

Phillips, Susan P; Hammarström, Anne

2011-01-01

Limited existing research on gender inequities suggests that for men workplace atmosphere shapes wellbeing while women are less susceptible to socioeconomic or work status but vulnerable to home inequities. Using the 2007 Northern Swedish Cohort (n = 773) we identified relative contributions of perceived gender inequities in relationships, financial strain, and education to self-reported health to determine whether controlling for sex, examining interactions between sex and other social variables, or sex-disaggregating data yielded most information about sex differences. Men had lower education but also less financial strain, and experienced less gender inequity. Overall, low education and financial strain detracted from health. However, sex-disaggregated data showed this to be true for women, whereas for men only gender inequity at home affected health. In the relatively egalitarian Swedish environment where women more readily enter all work arenas and men often provide parenting, traditional primacy of the home environment (for women) and the work environment (for men) in shaping health is reversing such that perceived domestic gender inequity has a significant health impact on men, while for women only education and financial strain are contributory. These outcomes were identified only when data were sex-disaggregated.

Social Policies and Families in Stress: Gender and Educational Differences in Work-Family Conflict from a European Perspective.

PubMed

Notten, Natascha; Grunow, Daniela; Verbakel, Ellen

2017-01-01

In modern welfare states, family policies may resolve the tension between employment and care-focused demands. However these policies sometimes have adverse consequences for distinct social groups. This study examined gender and educational differences in working parents' perceived work-family conflict and used a comparative approach to test whether family policies, in particular support for child care and leave from paid work, are capable of reducing work-family conflict as well as the gender and educational gaps in work-family conflict. We use data from the European Social Survey 2010 for 20 countries and 5296 respondents (parents), extended with information on national policies for maternity and parental leave and child care support from the OECD Family Database. Employing multilevel analysis, we find that mothers and the higher educated report most work-family conflict. Policies supporting child care reduce the level of experienced work-family conflict; family leave policy appears to have no alleviating impact on working parents' work-family conflict. Our findings indicate that family policies appear to be unable to reduce the gender gap in conflict perception and even widen the educational gap in work-family conflict.

Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education

ERIC Educational Resources Information Center

Van Houtte, Mieke

2017-01-01

This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade…

Intergenerational Transmission of Gender Segregation: How Parents' Occupational Field Affects Gender Differences in Field of Study Choices

ERIC Educational Resources Information Center

Vleuten, Maaike; Jaspers, Eva; Maas, Ineke; van der Lippe, Tanja

2018-01-01

The study explores how parents' occupational field affects gender differences in educational fields. On the one hand, the theory of direct transfer predicts that adolescents enter fields similar to those of their parents because of intergenerational transmission of occupation-specific resources and that adolescents are more likely to draw upon the…

Blinded to Science: Gender Differences in the Effects of Race, Ethnicity, and Socioeconomic Status on Academic and Science Attitudes among Sixth Graders

ERIC Educational Resources Information Center

Perry, Brea L.; Link, Tanja; Boelter, Christina; Leukefeld, Carl

2012-01-01

Little research has examined whether the effects of race or socioeconomic status (SES) on educational attitudes differ by gender, limiting knowledge of unique vulnerabilities occurring at the intersection of multiple social statuses. Using data from 182 sixth-graders, interactions between gender, race/ethnicity, and SES in predicting educational…

Gender-Related Differences in the Occupational Aspirations and Career-Style Preferences of Accounting Students: A Cross-Sectional Comparison between Academic School Years

ERIC Educational Resources Information Center

Danziger, Nira; Eden, Yoram

2007-01-01

Purpose: The purpose of this paper is to examine whether gendered differences in occupational aspirations still appear when considering students with similar abilities who study competitively in the same achievement-oriented educational setting. Design/methodology/approach: The hypotheses stipulated an interaction between gender and year of study…

Assessment of Knowledge of Diabetes Mellitus in the Urban Areas of Klang District, Malaysia.

PubMed

Chinnappan, Sasikala; Sivanandy, Palanisamy; Sagaran, Rajenthina; Molugulu, Nagashekhara

2017-02-23

Diabetes is the most common cause of non-traumatic lower limb amputations and cardiovascular diseases. However, only a negligible percentage of the patients and subjects knew that the feet are affected in diabetes and diabetes affects the heart. Hence, a cross-sectional study was carried out to evaluate the knowledge of diabetes mellitus among the public of different age group, gender, ethnicity, and education level. A sample of 400 participants was randomly selected and data was collected using a structured questionnaire under non-contrived setting. The results showed that there is a statistically significant difference in knowledge on diabetes mellitus among different age groups and different ethnic origin but there is no significant difference in the knowledge among different gender and education level. Out of 400 respondents, 284 respondents (71%) knew that diabetes mellitus is actually a condition characterized by raised blood sugar. Age and education level of respondents were found to be the predominant predictive factors on diabetes knowledge, whereas the gender of respondents did not affect the findings of this study. An improved and well-structured educational programme that tackles the areas of weaknesses should be recommended to increase the level of knowledge on diabetes among Malaysians.

The educational, racial and gender crossovers in life satisfaction: Findings from the longitudinal Health and Retirement Study.

PubMed

Zhang, Wei; Braun, Kathryn L; Wu, Yan Yan

2017-11-01

To examine variations in life satisfaction by education, gender, and race/ethnicity over a period of eight years among middle-aged and older Americans. Mixed-effects models were used to analyze five waves (2006, 2008, 2010, 2012 and 2014) of longitudinal data from 16,163 participants born 1890-1953 in the U.S. Health and Retirement Study. Life satisfaction was higher in older adults, and the Great Recession had great impact on life satisfaction. Crossover interactions were found by gender, education, and race/ethnicity. Higher education was associated with higher life satisfaction for both genders, with stronger effects for females. Hispanics had the higher level of life satisfaction than non-Hispanic Whites and African Americans. Longitudinal evidence revealed disparities in life satisfaction. The racial/ethnic differences in the impact of education suggest that the economic and health returns of education vary by social group. Researchers should continue to examine reasons for these disparities. Copyright © 2017 Elsevier B.V. All rights reserved.

Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway

ERIC Educational Resources Information Center

Mastekaasa, Arne

2005-01-01

Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981-1996, separate event history analyses are carried out of recruitment to and completion of…

Sexuality Education Beliefs among Sexually Experienced Youth: Differences by Gender and Birth Control Use

ERIC Educational Resources Information Center

Tolma, Eleni L.; Vesely, Sara K.; Oman, Roy F.; Aspy, Cheryl B.; Rodine, Sharon

2006-01-01

Purpose: To examine whether gender and birth control use are associated with premarital sexual attitudes, beliefs about peers, family communication about sexual relationships, and sexuality education among sexually experienced youth. Methods: Data were collected from a randomly selected ethnically diverse youth sample (N = 1,253). Only the…

Worried Women, Complacent Men? Gendered Responses to Differential Student Funding in Higher Education

ERIC Educational Resources Information Center

Kettley, Nigel; Whitehead, Joan M.; Raffan, John

2008-01-01

Changing financial arrangements for undergraduates have led to a growth in widening participation research. However, hardly any studies explore gender differences in the impact of differential funding on students' sense of well-being, their financial coping strategies and their educational attainment. Our research shows that there are few gender…

Music, Reason, Democracy, and the Construction of Gender

ERIC Educational Resources Information Center

Woodford, Paul G.

2001-01-01

Many so-called traditionalist musicologists and music educators would agree that one of the aims of education in democratic society should be to assist students, regardless of gender, class, ethnicity, or culture, and to the extent that it is possible, to construct their own musical and other differences free from excessive coercion. However,…

The Role of Gender in Immigrant Children's Educational Adaptation

ERIC Educational Resources Information Center

Qin, Desiree Baolian

2006-01-01

Recent scholarship across many ethnic groups in the United States has consistently shown strong gender differences favoring girls in educational outcomes. This paper examines four areas of research that may shed light on why immigrant girls tend to do better than boys in schools: parental expectations after migration, socialization at home,…

Paradox of Student Gender: A Case Study of Economic Education from China

ERIC Educational Resources Information Center

Zhang, Jian; Qiao, Fangbin; Li, Binbin

2016-01-01

In many Chinese universities and colleges, female students outperform male students in social science subjects. This paper presents a case study, which examines gender difference in economic education in a Chinese university. We look at a sample of students from the Chinese university and find that holding constant observed student…

Gender Differences in College of Business Educational Experiences

ERIC Educational Resources Information Center

Kaenzig, Rebecca; Hyatt, Eva; Anderson, Stella

2007-01-01

In this article, the authors examine the effect of gender on the learning experiences of students majoring in business. The development of behaviors and attitudes, which will affect the professional practices of graduates, is crucial in the education of business majors. Given that the use of group work and other forms of innovative learning is…

Ideologies, Gender and School Policy: A Comparative Study of Two Swiss Regions (1860-1930)

ERIC Educational Resources Information Center

Praz, Anne Francoise

2006-01-01

Switzerland provides an interesting case study for the development of educational policies. As a result of federalism, each state--called a canton--worked out its own school system in relative independence. How can various political and religious environments generate different educational systems according to gender? Which factors promote or…

Gendered Pathways in School Burnout among Adolescents

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Tynkkynen, Lotta

2012-01-01

The aim of this study is to examine differences in student burnout by gender, time status with two time points before and after an educational transition, and educational track (academic vs. vocational). The definition of burnout is based on three components: exhaustion due to school demands, a disengaged and cynical attitude toward school, and…

A Great Balancing Act: Equitable Education for Girls and Boys.

ERIC Educational Resources Information Center

Chapman, Anne

This book presents recent research-based information about educationally relevant gender-related differences between girls and boys and how they are taught and perceived in society. The book offers practical suggestions on how to avoid trammeling either girls or boys, how to overcome negative aspects of gender-stereotyping, and how to maximize…

A New and Different Space in the Primary School: Single-Gendered Classes in Coeducational Schools

ERIC Educational Resources Information Center

Wills, Robin C.

2007-01-01

This paper derives from a two-year ethnographic study conducted in single-gendered classes in two Tasmanian government coeducational schools in socio-economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that…

Gender equity in health: A secondary analysis of data in Iran.

PubMed

Hosseini, Masoumeh; Olyaeemanesh, Alireza; Ahmadi, Batoul; Nedjat, Saharnaz; Farzadi, Faranak; Arab, Mohammad; Rashidian, Arash

2016-01-01

Gender inequality harms the health of millions of women and girls in all over the world. This study aimed to identify the state of gender equity in the health sector of the Islamic Republic of Iran. This study was based on the secondary analysis of the available data in four provinces. The research team held three sessions to select the appropriate indicators for measuring gender equity in Iran. Moreover, using the data of different sources, the indexes were evaluated by applying the brain storming method. To demonstrate the difference between females and males, the ratio of females to males was measured in each indicator. The confidence intervals were used to show significant differences in the gap between men and women. Educational indicators were analyzed using the appraisal framework of UNESCO and International Institute for Education Planning. Findings revealed gender equality in the indicators of education and under-five underweight in all the provinces. However, the indicator of information on the mild psychological diseases showed inequality in favor of males. Infants' mortality, under-five mortality, crude death, drug abuse and smoking showed inequality in favor of females in all the four provinces. The incidence of tuberculosis, severe psychological diseases, and basic and supplementary insurance coverage was equal in all provinces except Tehran. This study revealed gender inequality in many indicators among the provinces. Therefore, improving this condition requires policymaking, planning, and conducting appropriate strategies with proper gender approaches.

Gender differences in healthy aging and Alzheimer's Dementia: A 18 F-FDG-PET study of brain and cognitive reserve.

PubMed

Malpetti, Maura; Ballarini, Tommaso; Presotto, Luca; Garibotto, Valentina; Tettamanti, Marco; Perani, Daniela

2017-08-01

Cognitive reserve (CR) and brain reserve (BR) are protective factors against age-associated cognitive decline and neurodegenerative disorders. Very limited evidence exists about gender effects on brain aging and on the effect of CR on brain modulation in healthy aging and Alzheimer's Dementia (AD). We investigated gender differences in brain metabolic activity and resting-state network connectivity, as measured by 18 F-FDG-PET, in healthy aging and AD, also considering the effects of education and occupation. The clinical and imaging data were retrieved from large datasets of healthy elderly subjects (HE) (225) and AD patients (282). In HE, males showed more extended age-related reduction of brain metabolism than females in frontal medial cortex. We also found differences in brain modulation as metabolic increases induced by education and occupation, namely in posterior associative cortices in HE males and in the anterior limbic-affective and executive networks in HE females. In AD patients, the correlations between education and occupation levels and brain hypometabolism showed gender differences, namely a posterior temporo-parietal association in males and a frontal and limbic association in females, indicating the involvement of different networks. Finally, the metabolic connectivity in both HE and AD aligned with these results, suggesting greater efficiency in the posterior default mode network for males, and in the anterior frontal executive network for females. The basis of these brain gender differences in both aging and AD, obtained exploring cerebral metabolism, metabolic connectivity and the effects of education and occupation, is likely at the intersection between biological and sociodemographic factors. Hum Brain Mapp 38:4212-4227, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education

ERIC Educational Resources Information Center

Kerneža, Maja; Košir, Katja

2016-01-01

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while…

The Internet and health information: differences in pet owners based on age, gender, and education.

PubMed

Kogan, Lori R; Schoenfeld-Tacher, Regina; Viera, Ann R

2012-07-01

The research assessed the attitudes and behaviors of pet owners pertaining to online search behavior for pet health information. A survey was conducted with a random sample of pet owners drawn from two US metropolitan areas and surrounding cities. Participating clinics were chosen randomly, and each participating clinic was asked to distribute 100 surveys to their clients until all surveys were disbursed. Although some perceptions and behaviors surrounding the use of the Internet for pet health information differ based on gender, age, or education level of pet owners, there are many aspects in which there are no differences based on these demographics. Results of the study suggest that closer examination of the common perception that gender, age, or education level has an effect on Internet behavior as it relates to veterinary medicine is required. Recommendations are made pertaining to the growing presence of the Internet and its impact on veterinary medicine.

Gender, power, and population change.

PubMed

Riley, N E

1997-05-01

This report describes fertility and mortality trends in developing countries and discusses how gender is defined and measured in some countries. The discussion relies on case studies and country statistics to reveal how gender shapes the lives of all people in all societies. Gender is defined as the different roles women and men play in society. Gender is manifested in institutional structures, power relations, and culturally determined behavior. In no society do women and men share equal roles. The effects of inequality for women are manifested differently between countries. The 1994 International Conference on Population and Development in Cairo established the goal of gender equality. Educational enrollment and illiteracy are two measures of gender inequality that affect opportunities in society for advancement, power, and status. Girls are less likely to be enrolled in school than boys and more likely to have higher absenteeism rates. In China, absenteeism of girls is actually increasing under reforms. Marriage practices may devalue the investment in girls' education. Women experience different working conditions: they work longer hours, are paid less or not at all, and hold lower-status jobs. The exceptions are found in the Philippines and Brazil, where women hold more professional jobs than men. Women carry multiple responsibilities that consume time and prevent greater involvement in public life. Dowry and brideprice can constrain family relations. Women generally have fewer inheritance rights. Few women hold high-level public office positions or parliamentary seats. The extent to which gender inequality is reflected in demographic processes depends upon the gap in power in education, employment, and income. The relationship between gender and demographic processes is a central topic currently being researched.

Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

PubMed

Prichard, David; Collins, Niamh; Boohan, Mairead; Wall, Catherine

2011-04-01

International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors' attitudes toward undergraduate medical education.

Effects of age, gender and educational background on strength of motivation for medical school

PubMed Central

Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2009-01-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor’s degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience. PMID:19774476

Seroconversion risk perception among jail populations: a call for gender-specific HIV prevention programming.

PubMed

Alarid, Leanne Fiftal; Hahl, Jeannie M

2014-04-01

The prevalence of HIV/AIDS infection among prisoners is 3 to 4 times higher than in the U.S. population. Given that one in seven HIV-positive Americans pass through a correctional facility every year, the criminal justice system is in an ideal position to aggressively implement effective HIV education, treatment, and prevention. This study examines barriers to the effective delivery of these services and evaluates differences in risk perception among nearly 600 female and male inmates. The results underscore gender differences in Perceived Risk of Seroconversion and Exposure to HIV Education, suggesting that jails should implement gender-specific HIV prevention programming.

New trends in gender and mathematics performance: a meta-analysis.

PubMed

Lindberg, Sara M; Hyde, Janet Shibley; Petersen, Jennifer L; Linn, Marcia C

2010-11-01

In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.

A Mixed-Method Approach on Digital Educational Games for K12: Gender, Attitudes and Performance

NASA Astrophysics Data System (ADS)

Law, Effie Lai-Chong; Gamble, Tim; Schwarz, Daniel; Kickmeier-Rust, Michael D.; Holzinger, Andreas

Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.

The gender gap in risk factor control: Effects of age and education on the control of cardiovascular risk factors in male and female coronary patients. The EUROASPIRE IV study by the European Society of Cardiology.

PubMed

De Smedt, Delphine; De Bacquer, Dirk; De Sutter, Johan; Dallongeville, Jean; Gevaert, Sofie; De Backer, Guy; Bruthans, Jan; Kotseva, Kornelia; Reiner, Željko; Tokgözoğlu, Lale; Clays, Els

2016-04-15

The aim of this study was to investigate gender related differences in the management and risk factor control of patients with coronary heart disease (CHD), taking into account their age and educational level. Analyses are based on the EUROASPIRE IV (EUROpean Action on Secondary and Primary Prevention through Intervention to Reduce Events) survey. Males and females between 18 and 80years of age, hospitalized for a first or recurrent coronary event were included in the study. Data were available for 7998 patients of which 75.6% were males. Overall, females had a worse risk factor profile compared to males and were more likely to have 3 or more risk factors (29.5% vs. 34.9%; p<0.001) across all age groups. A significant gender by education interaction (p<0.05) and gender by age interaction effect (p<0.05) was found. Furthermore, males were more likely to have a LDL-cholesterol on target (OR=1.50[1.28-1.76]), a HbA1c on target (OR=1.33[1.07-1.64]), to be non-obese (OR=1.45[1.30-1.62]) and perform adequate physical activity (OR=1.71[1.46-2.00]). In contrast males were less likely to be non-smokers (OR=0.71[0.60-0.83]). Furthermore, males were less likely to have made a dietary change (OR=0.78[0.64-0.95]) or a smoking cessation attempt (OR=0.70[0.50-0.96]) and more likely to have received smoking cessation advice if they were smokers (OR=1.52[1.10-2.09]). Whereas gender differences in CHD treatment are limited, substantial differences were found regarding target achievement. The largest gender difference was seen in less educated and elderly patients. The gender gap declined with decreasing age and higher education. Copyright © 2016. Published by Elsevier Ireland Ltd.

Gender-Fair and Gender-Congruent Practices for Young Children's Naturalist Intelligence: From the Perspective of Developmentally and Culturally Appropriate Practice (DCAP).

ERIC Educational Resources Information Center

Hyun, Eunsook

Developmentally and Culturally Appropriate Practice (DCAP) is a culturally congruent and critical pedagogy that serves as a framework for early childhood education for all individuals. This paper examines young children's gender differences in learning and their gender-oriented culture and promotes developmentally and culturally appropriate…

Toward Clarifying the Meanings of "Gender" in Mathematics Education Research

ERIC Educational Resources Information Center

Damarin, Suzanne; Erchick, Diana B.

2010-01-01

The importance of clarity in definitions of gender is discussed and several conceptual models of gender are presented. Four of these models begin with biological sex differences but draw attention to other aspects of gender. Four models set biology aside and are based on social and cultural theories. Some of the advantages of the latter for…

Sex differences in genetic and environmental influences on educational attainment and income.

PubMed

Orstavik, Ragnhild E; Czajkowski, Nikolai; Røysamb, Espen; Knudsen, Gun Peggy; Tambs, Kristian; Reichborn-Kjennerud, Ted

2014-12-01

In many Western countries, women now reach educational levels comparable to men, although their income remains considerably lower. For the past decades, it has become increasingly clear that these measures of socio-economic status are influenced by genetic as well as environmental factors. Less is known about the relationship between education and income, and sex differences. The aim of this study was to explore genetic and environmental factors influencing education and income in a large cohort of young Norwegian twins, with special emphasis on gender differences. National register data on educational level and income were obtained for 7,710 twins (aged 29-41 years). Bivariate Cholesky models were applied to estimate qualitative and quantitative gender differences in genetic and environmental influences, the relative contribution of genetic and environmental factors to the correlation between education and income, and genetic correlations within and between sexes and phenotypes. The phenotypic correlation between educational level and income was 0.34 (0.32-0.39) for men and 0.45 (0.43-0.48) for women. An ACE model with both qualitative and quantitative sex differences fitted the data best. The genetic correlation between men and women (rg) was 0.66 (0.22-1.00) for educational attainment and 0.38 (0.01-0.75) for income, and between the two phenotypes 0.31 (0.08-0.52) for men and 0.72 (0.64-0.85) for women. Our results imply that, in relatively egalitarian societies with state-supported access to higher education and political awareness of gender equality, genetic factors may play an important role in explaining sex differences in the relationship between education and income.

Mainstreaming Gender into Schools in the Taiwan Context

ERIC Educational Resources Information Center

Li-Ching, Wang

2014-01-01

Gender mainstreaming and gender equity education are specific practices for creating a gender-equitable society. Gender mainstreaming tools can be used to help educational institutions engage in more thorough consideration when implementing gender equity education. This article addresses gender mainstreaming, gender equity education, and the…

Gender Effects in Assessment of Economic Knowledge and Understanding: Differences among Undergraduate Business and Economics Students in Germany, Japan, and the United States

ERIC Educational Resources Information Center

Brückner, Sebastian; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Happ, Roland; Walstad, William B.; Yamaoka, Michio; Asano, Tadayoshi

2015-01-01

Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students' economic…

A Preliminary Study on Motivation and Gender in CLIL and Non-CLIL Types of Instruction

ERIC Educational Resources Information Center

Fontecha, Almudena Fernández; Alonso, Andrés Canga

2014-01-01

This paper sets out to enquiry about gender-based differences in motivation towards EFL in two different types of instruction, i.e. CLIL and EFL (non-CLIL). The study was carried out with 4th Primary education Spanish students randomly selected from two mixed-gender schools in La Rioja (Spain). The results show that non-CLIL learners are…

Distinct Patterns of Cognitive Aging Modified by Education Level and Gender among Adults with Limited or No Formal Education: A Normative Study of the Mini-Mental State Examination.

PubMed

Xie, Haiqun; Zhang, Chengguo; Wang, Yukai; Huang, Shuyun; Cui, Wei; Yang, Wenbin; Koski, Lisa; Xu, Xiping; Li, Youbao; Zheng, Meili; He, Mingli; Fu, Jia; Shi, Xiuli; Wang, Kai; Tang, Genfu; Wang, Binyan; Huo, Yong

2016-01-01

Dementia is increasingly prevalent due to rapid aging of the population, but under-recognized among people with low education levels. This is partly due to a lack of appropriate and precise normative data, which underestimates cognitive aging in the use of screening tools for dementia. We aimed to improve the precision of screening for cognitive impairment, by characterizing the patterns of cognitive aging and derived normative data of the Mini-Mental State Examination (MMSE) for illiterate and low-educated populations. This community-based study included data from 2,280 individuals aged 40 years or older from two rural areas. Multiple linear modeling examined the effect of aging on cognition reflected by the MMSE, stratified by education level and gender. Threshold effect of age on cognition was performed using a smoothing function. The majority of participants (60.4%) were illiterate or had attended only primary school (24.6%). The effect of aging on cognition varied by gender and education. Primary-school educated females and males remained cognitively stable up to 62 and 71 years of age, respectively, with MMSE score declining 0.4 and 0.8 points/year in females and males thereafter. Illiterates females scored 2.3 points lower than illiterate males, and scores for both declined 0.2 points/year. According to these results, normative data stratified by age, education and gender was generated. This study suggests gender and educational differences exist in cognitive aging among adults with limited or no formal education. To improve screening precision for cognitive impairment with the use of MMSE in low-educated population, age, gender, and education level should be considered.

Acceptance of Genetic Testing in a General Population: Age, Education and Gender Differences.

ERIC Educational Resources Information Center

Aro, A. R.; Hakonen, A.; Hietala, M.; Lonnqvist, J.; Niemela, P.; Peltonen, L; Aula, P.

1997-01-01

Effects of age, education, and gender on acceptance of genetic testing were studied. Finnish participants responded to a questionnaire presenting reasons for and against genetic testing (N=1,967). Intentions to take genetic tests, worries, and experience of genetic test or hereditary disease were also assessed. Results are presented and discussed.…

School-to-Work Transition Performance of "Male", "Female" and "Neutral" Vocational Streams: A Gender Balance Sheet for Vocational Education Graduates in Greece

ERIC Educational Resources Information Center

Paleocrassas, Stamatis; Rousseas, Panagiotis; Vretakou, Vassilia

2003-01-01

The issue of gender-related differences in the transition of secondary vocational education graduates from school-to-work is discussed, relative to "male", "female" and "neutral" curriculum choices, using findings from a national survey of graduates. The discussion explores this issue using matched employment and…

School Education and Development of Gender Perspectives and Sexuality in Japan

ERIC Educational Resources Information Center

Hashimoto, Noriko; Ushitora, Kaori; Morioka, Mari; Motegi, Terunori; Tanaka, Kazue; Tashiro, Mieko; Inoue, Emiko; Ikeya, Hisao; Sekiguchi, Hisashi; Marui, Yoshimi; Sawamura, Fumika

2017-01-01

This study aimed to evaluate changes in the attitudes of Japan's post-war youth towards gender equality and sexuality, and to examine whether these attitudes bore a relationship to school education. Different generations were delineated based on changes in courses of study and year of birth, and semi-structured interviews were conducted enquiring…

Student's Rationale for Selection of Agriculturally Related Courses in High School by Gender and Ethnicity.

ERIC Educational Resources Information Center

Sutphin, H. Dean; Newsom-Stewart, Mhora

1995-01-01

New York 10th graders (n=925) indicated their reasons for enrolling in agricultural education were related to preparation for jobs and higher education, skill development, academic enhancement, response to social pressures, or participation in activity-centered learning. Few gender or ethnic differences appeared, although males responded more to…

Reproducing Gender Inequality: A Critical Discourse Analysis of a Turkish Adult Literacy Textbook. Research Brief #7

ERIC Educational Resources Information Center

Gungor, Ramazan; Prins, Esther

2011-01-01

Adult education curricula such as literacy textbooks present blueprints for living, including different ways of being and relating as men and women. However, educators and scholars seldom consider the underlying assumptions about gender in literacy workbooks, especially in international settings. This study used Critical Discourse Analysis (CDA)…

Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences

ERIC Educational Resources Information Center

Rinn, Anne N.; Miner, Kathi; Taylor, Aaron B.

2013-01-01

The purpose of the current study was to examine four family context variables (socioeconomic status, mother's level of education, father's level of education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants…

Relationships between Educators' Organizational Commitment, Job Satisfaction, and Administrators' Gender

ERIC Educational Resources Information Center

Potter, Stephanie Litton

2012-01-01

The purpose of this quantitative, causal-comparative study was to examine the differences between teachers' mean job satisfaction scores based on the administrators' gender and examine the relationship between the administrators' gender and teachers' organizational commitment plans in Tennessee middle schools. Job satisfaction and organizational…

Obesity explains gender differences in the association between education level and metabolic syndrome in South Korea: the results from the Korean National Health and Nutrition Examination Survey 2010.

PubMed

Ko, Ki Dong; Cho, BeLong; Lee, Won Chul; Lee, Hae Won; Lee, Hyun Ki; Oh, Bum Jo

2015-03-01

This study aimed to examine the association of educational level with metabolic syndrome (MS) and its risk factors by gender in South Korea. A total of 6178 participants aged 20 years or older from The Fifth Korean National Health and Nutrition Examination Survey were included in this study. A generalized linear model and adjusted proportion were used to identify educational disparities in MS, its components, and its risk factors (smoking, high-risk alcohol consumption, obesity, and stress). In women, a clearly inverse association between education level and MS were observed with significant trend, and the decreasing trends of all risk factors across education quartiles were in line with the inverse association. However, the association between education level and MS was not observed with a significant trend among men. An opposite trend of risk factors across education levels was shown in men, with an increasing trend for obesity and decreasing trends for smoking and high-risk alcohol consumption. These findings demonstrate that obesity can explain gender differences in the association between education level and MS in South Korea. © 2013 APJPH.

Gender discrimination, educational attainment, and illicit drug use among U.S. women.

PubMed

Carliner, Hannah; Sarvet, Aaron L; Gordon, Allegra R; Hasin, Deborah S

2017-03-01

While gender inequality has been a topic of concern for decades, little is known about the relationship between gender discrimination and illicit drug use. Further, whether this association varies by education level is unknown. Among 19,209 women participants in Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions (2004-2005), we used logistic regression to test the association between gender discrimination (measured with four items from the Experiences of Discrimination instrument) and three outcomes: past-year illicit drug use, frequent drug use, and drug use disorders. We then tested whether associations differed by education level. Gender discrimination was reported by 9% of women and was associated with past-year drug use [adjusted odds ratio (aOR) = 2.67; 95% confidence interval (CI) 2.17-3.29], frequent drug use (aOR = 2.82; CI 1.99-4.00), and past-year drug use disorders (aOR = 3.15; CI 2.16-4.61). All specific domains of gender discrimination (on the job, in public, with institutions, being called a sexist name) were associated with all drug use outcomes. The association between gender discrimination and past-year drug use was stronger among women with less than a high school education (aOR = 6.33; CI 3.38-11.85) compared to those with more education (aOR = 2.45; CI 1.97-3.04; p interaction  < 0.01). Gender discrimination is consistently and strongly associated with illicit drug use and drug use disorders among U.S. women, with significantly higher odds for drug use among women with less than a high school education. Future research should examine whether explicitly addressing distress from discrimination could benefit women in drug treatment, especially among clients with lower educational attainment.

Race by Gender Group Differences in the Protective Effects of Socioeconomic Factors Against Sustained Health Problems Across Five Domains.

PubMed

Assari, Shervin; Nikahd, Amirmasoud; Malekahmadi, Mohammad Reza; Lankarani, Maryam Moghani; Zamanian, Hadi

2016-10-17

Despite the existing literature on the central role of socioeconomic status (SES; education and income) for maintaining health, less is known about group differences in this effect. Built on the intersectionality approach, this study compared race by gender groups for the effects of baseline education and income on sustained health problems in five domains: depressive symptoms, insomnia, physical inactivity, body mass index (BMI), and self-rated health (SRH). Data came from waves 7, 8, and 10 of the Health and Retirement Study (HRS), which were collected in 2004, 2006, and 2010, respectively. The study followed 37,495 white and black men and women above age 50 for up to 6 years. This number included 12,495 white men, 15,581 white women, 3839 black men, and 5580 black women. Individuals reported their depressive symptoms (Center for Epidemiological Studies-Depression (CES-D) 11), insomnia, physical inactivity, BMI, and SRH across all waves. Multigroup structural equation modeling (SEM) was used to compare black men, black women, white men, and white women for the effects of education and income in 2004 on sustained health problems from 2004 to 2010. In the pooled sample, higher education and income at baseline were associated with lower sustained health problems across all five domains. However, race by gender group differences were found in the effects of education and income on sustained insomnia, physical inactivity, and BMI, but not depressive symptoms and SRH. The protective effects of education against insomnia, physical inactivity, and BMI were not found for black men. For black women, the effect of education on BMI was not found. Income had a protective effect against sustained high BMI among white and black women but not white and black men. The intersection of race and gender alters the protective effects of social determinants on sustained health problems such as insomnia, physical inactivity, and BMI. Social groups particularly vary in the operant mechanisms by which SES contributes to maintaining health over time. The health effects are less universal for education than income. Race by gender groups differ more in SES determinants of BMI, insomnia, and physical inactivity than depressive symptoms and SRH.

[Sex and gender: Two different scientific domains to be clarified].

PubMed

Fernández, Juan

2010-05-01

Nowadays, the word sex and its related terms (sexual differences, sexual roles and stereotypes), so common not long ago, seems to have been replaced by gender and its related terms (gender differences, gender roles and stereotypes). We can sometimes find both sex and gender sharing the same space in scientific articles, although referring to different domains. In this paper, I try to explain the need for a model that can integrate both of these complex domains of sex and gender, leading to two independent, although complementary, disciplines: Sexology and Genderology. In both cases, I start from a functional standpoint, which will give meaning to both disciplines' specificities, as it is meant to link contributions from different fields of knowledge. This approach can have consequences for research, education, the experience of women, men, and ambiguous individuals, and therapy.

Preservice Educators' Confidence in Addressing Sexuality Education

ERIC Educational Resources Information Center

Wyatt, Tammy Jordan

2009-01-01

This study examined 328 preservice educators' level of confidence in addressing four sexuality education domains and 21 sexuality education topics. Significant differences in confidence levels across the four domains were found for gender, academic major, sexuality education philosophy, and sexuality education knowledge. Preservice educators…

Creating the Conditions for Educational Change: Learning Styles and Gender

ERIC Educational Resources Information Center

Aviles, Rosa Maria Hervas; Moreno, Angela Hernandez

2010-01-01

This study identifies the learning styles of 1,289 secondary school students and indicates gender differences. Two conclusions were forthcoming: 1) the similar student distribution in each of the learning style typologies; 2) the significant differences that exist between the different styles of male and female secondary school students. Female…

Gender, Ethnicity, and Grade Differences in Perceptions of School Experiences among Adolescents

ERIC Educational Resources Information Center

Ding, Cody; Hall, Alice

2007-01-01

Data from the "Health Behavior in School-Aged Children Study" (Currie, Samdal, Boyce, & Smith, 2001) were used to analyze the differences in perceptions of educational experiences among over 10,000 sixth to tenth graders of different grades, genders, races and ethnicities. The relationships between students' evaluations of their school experiences…

Dramatizing Theories of Gender and Feminism with Children and Youth.

ERIC Educational Resources Information Center

Halladay, Jette; Starr, Joan E.; Sitjar, Allyn; Brophy, Shannon; Korty, Carol

1998-01-01

Investigates what explicit and implicit theories of gender and feminism drive teachers' drama practices. Juxtaposes adults' anecdotal perceptions of gender with young people from preschool through high school in three different contexts: a university drama education classroom, an after-school drama class at a children's theatre, and a youth…

Gendered Behavior Patterns in School Board Governance

ERIC Educational Resources Information Center

Mountford, Meredith; Brunner, C. Cryss

2010-01-01

Background/Context: Educational leadership literature lacks research focused on how gender influences decision making, in particular at the highest level of school governance, the school board table. Consequently, whether gender makes a difference during decision making at the school board table has yet to be determined. Purpose/Objective/Research…

Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

PubMed

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Järvinen, Liisa

2012-06-01

Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. We examined the effect of teacher's and student's gender and teacher's age on teacher-perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. The participants were population-based sample of 3,212 Finnish adolescents (M= 15.1 years) and 221 subject teachers. Temperament was assessed with Temperament Assessment Battery for Children - Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi-level modelling. Teachers perceived boys' temperament and EC more negatively than girls'. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls' traits. With increasing age, males perceived boys' inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Teachers' ratings varied systematically by their gender and age, and by students' gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education. ©2011 The British Psychological Society.

Relative Health Effects of Education, Socioeconomic Status and Domestic Gender Inequity in Sweden: A Cohort Study

PubMed Central

Phillips, Susan P.; Hammarström, Anne

2011-01-01

Introduction Limited existing research on gender inequities suggests that for men workplace atmosphere shapes wellbeing while women are less susceptible to socioeconomic or work status but vulnerable to home inequities. Methods Using the 2007 Northern Swedish Cohort (n = 773) we identified relative contributions of perceived gender inequities in relationships, financial strain, and education to self-reported health to determine whether controlling for sex, examining interactions between sex and other social variables, or sex-disaggregating data yielded most information about sex differences. Results and Discussion Men had lower education but also less financial strain, and experienced less gender inequity. Overall, low education and financial strain detracted from health. However, sex-disaggregated data showed this to be true for women, whereas for men only gender inequity at home affected health. In the relatively egalitarian Swedish environment where women more readily enter all work arenas and men often provide parenting, traditional primacy of the home environment (for women) and the work environment (for men) in shaping health is reversing such that perceived domestic gender inequity has a significant health impact on men, while for women only education and financial strain are contributory. These outcomes were identified only when data were sex-disaggregated. PMID:21747922

Gender differences in the predictors of physical activity among assisted living residents.

PubMed

Chen, Yuh-Min; Li, Yueh-Ping; Yen, Min-Ling

2015-05-01

To explore gender differences in the predictors of physical activity (PA) among assisted living residents. A cross-sectional design was adopted. A convenience sample of 304 older adults was recruited from four assisted living facilities in Taiwan. Two separate simultaneous multiple regression analyses were conducted to identify the predictors of PA for older men and women. Independent variables entered into the regression models were age, marital status, educational level, past regular exercise participation, number of chronic diseases, functional status, self-rated health, depression, and self-efficacy expectations. In older men, a junior high school or higher educational level, past regular exercise participation, better functional status, better self-rated health, and higher self-efficacy expectations predicted more PA, accounting for 61.3% of the total variance in PA. In older women, better self-rated health, lower depression, and higher self-efficacy expectations predicted more PA, accounting for 50% of the total variance in PA. Predictors of PA differed between the two genders. The results have crucial implications for developing gender-specific PA interventions. Through a clearer understanding of gender-specific predictors, healthcare providers can implement gender-sensitive PA-enhancing interventions to assist older residents in performing sufficient PA. © 2015 Sigma Theta Tau International.

The reverse environmental gender gap in China: evidence from "The China Survey".

PubMed

Shields, Todd; Zeng, Ka

2012-01-01

Objectives This article explores gender differences in attitudes about the seriousness of the environment as a problem in China using the “2008 China Survey.” Methods We use generalized ordered logit models to analyze survey respondents’ environmental attitudes. Results Our results indicate that there is indeed a “gender gap” in environmental attitudes in China, but the pattern is reversed from what has been generally found in previous work conducted in the United States and Europe. Chinese men, not women, show a greater concern about environmental problems and the seriousness of the environmental degradation in China. Further, we find that this gender gap is based largely in the substantial economic and educational differences between men and women in contemporary China. Conclusions This study emphasizes the mediating influence of socioeconomic variables in explaining gender attitudes toward the environment in China. Our findings suggest that in different contexts, women may be faced with difficult decisions between immediate economic necessities and long-term environmental concerns. The observed environmental gender gap in China will likely persist unless further economic development results in improved access to education and economic conditions for Chinese women.

Can Gender Differences in Educational Performance of 15-Year-Old Migrant Pupils Be Explained by Societal Gender Equality in Origin and Destination Countries?

ERIC Educational Resources Information Center

Dronkers, Jaap; Kornder, Nils

2015-01-01

In this paper, we attempt to explain the differences between reading and math scores of migrants' children (8430 daughters and 8526 sons) in 17 OECD destination countries, coming from 45 origin countries or regions, using PISA 2009 data. In addition to the societal gender equality levels of the origin and destination countries (the gender…

Gender Effects in a Multischool Alcohol Media Literacy Study With Preadolescents.

PubMed

Gordon, Chloe S; Howard, Steven J; Kervin, Lisa K; Jones, Sandra C

2018-06-01

Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention; however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Fifth and sixth graders ( N = 165), allocated to an intervention or wait-list control group, participated in an AML program. Student questionnaires were administered at three time points. The intervention resulted in significantly higher media deconstruction skills but did not lead to less preference for branded merchandise or greater understanding of persuasive intent, and these effects did not differ by gender. Gender differences were present in social norms for drinking and alcohol expectancies. AML education likely has appeal and benefit to both genders as it connects with students' lifeworlds. Social norms may be more difficult to shift for males due to a more ingrained drinking culture. Future research could explore contextual factors responsible for gender differences.

Health-promoting lifestyles of blue-collar, skilled trade, and white-collar workers.

PubMed

Lusk, S L; Kerr, M J; Ronis, D L

1995-01-01

The health-promoting lifestyles of blue-collar, skilled trade, and white-collar workers were examined. Specific purposes included determining differences in health-promoting behaviors, especially according to worker category, as well as ethnic identification, age, gender, education, and marital status. A convenience sample of 638 workers in a midwestern automotive components plant completed the Health-Promoting Lifestyle Profile (HPLP) and demographics questionnaire. In a multivariate analysis of variance (MANOVA) including all demographic variables, significant differences were found in the mean scores on subscales of the HPLP by job category (2 subscales), age (3), gender (2), and education (4). Prior to including education in the MANOVA, significant differences were found by job category on 5 subscales of the HPLP. The effects of education eliminated the majority of the effects of job category.

Gender differences in hypertension control among older korean adults: Korean social life, health, and aging project.

PubMed

Chu, Sang Hui; Baek, Ji Won; Kim, Eun Sook; Stefani, Katherine M; Lee, Won Joon; Park, Yeong-Ran; Youm, Yoosik; Kim, Hyeon Chang

2015-01-01

Controlling blood pressure is a key step in reducing cardiovascular mortality in older adults. Gender differences in patients' attitudes after disease diagnosis and their management of the disease have been identified. However, it is unclear whether gender differences exist in hypertension management among older adults. We hypothesized that gender differences would exist among factors associated with hypertension diagnosis and control among community-dwelling, older adults. This cross-sectional study analyzed data from 653 Koreans aged ≥60 years who participated in the Korean Social Life, Health, and Aging Project. Multiple logistic regression was used to compare several variables between undiagnosed and diagnosed hypertension, and between uncontrolled and controlled hypertension. Diabetes was more prevalent in men and women who had uncontrolled hypertension than those with controlled hypertension or undiagnosed hypertension. High body mass index was significantly associated with uncontrolled hypertension only in men. Multiple logistic regression analysis indicated that in women, awareness of one's blood pressure level (odds ratio [OR], 2.86; p=0.003) and the number of blood pressure checkups over the previous year (OR, 1.06; p=0.011) might influence the likelihood of being diagnosed with hypertension. More highly educated women were more likely to have controlled hypertension than non-educated women (OR, 5.23; p=0.013). This study suggests that gender differences exist among factors associated with hypertension diagnosis and control in the study population of community-dwelling, older adults. Education-based health promotion strategies for hypertension control might be more effective in elderly women than in elderly men. Gender-specific approaches may be required to effectively control hypertension among older adults.

Economic development and gender inequality in cognition: a comparison of China and India, and of SAGE and the HRS sister studies.

PubMed

Weir, David; Lay, Margaret; Langa, Kenneth

2014-12-01

This paper examines cognition measures by age and gender from two types of studies in China and India. It finds that despite some notable differences in samples and measures, a general strong association of cognition in older ages with education emerges as a potential explanation for gender gaps and cohort differences. Female disadvantage in cognition is greater in India, both before and after controlling for education. The process of rural-urban migration draws more cognitively able women to cities in China but not in India. The advent of modern longitudinal studies of aging in these developing countries holds great promise for future work.

Economic development and gender inequality in cognition: a comparison of China and India, and of SAGE and the HRS sister studies

PubMed Central

Weir, David; Lay, Margaret; Langa, Kenneth

2014-01-01

This paper examines cognition measures by age and gender from two types of studies in China and India. It finds that despite some notable differences in samples and measures, a general strong association of cognition in older ages with education emerges as a potential explanation for gender gaps and cohort differences. Female disadvantage in cognition is greater in India, both before and after controlling for education. The process of rural-urban migration draws more cognitively able women to cities in China but not in India. The advent of modern longitudinal studies of aging in these developing countries holds great promise for future work. PMID:25506546

Gender differences in pension wealth: estimates using provider data.

PubMed

Johnson, R W; Sambamoorthi, U; Crystal, S

1999-06-01

Information from pension providers was examined to investigate gender differences in pension wealth at midlife. For full-time wage and salary workers approaching retirement age who had pension coverage, median pension wealth on the current job was 76% greater for men than women. Differences in wages, years of job tenure, and industry between men and women accounted for most of the gender gap in pension wealth on the current job. Less than one third of the wealth difference could not be explained by gender differences in education, demographics, or job characteristics. The less-advantaged employment situation of working women currently in midlife carries over into worse retirement income prospects. However, the gender gap in pensions is likely to narrow in the future as married women's employment experiences increasingly resemble those of men.

An Elaborated Model of Student Support to Allow for Gender Considerations in Asian Distance Education

ERIC Educational Resources Information Center

Jung, Insung; Seongyoun, Hong

2014-01-01

Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues.…

Gender Segregation in the Process of College Student Job Seeking: A Survey of Higher Education as a Prelabor Market Factor

ERIC Educational Resources Information Center

Xin, Tong; Yihui, Su

2010-01-01

This article uses information from a 2009 survey of the employment circumstances of female college students from Beijing's higher education institutions to analyze the differences among college students in the process of job seeking. Such divisions are manifested in terms of gender, household registration, human resources, specializations, and…

Money Matters: The Impact of Race/Ethnicity and Gender on How Students Pay for College.

ERIC Educational Resources Information Center

King, Jacqueline E.

This report describes how students from the major racial/ethnic groups and of different genders pay for college, identifying background characteristics that influence how students finance their education. Data for the study comes from the 1995-96 National Postsecondary Student Aid Study (NPSAS:96), conducted by the U.S. Department of Education.…

Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception

ERIC Educational Resources Information Center

Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the…

[The influence of the type of insurance access on health and of education on health services utilization patterns].

PubMed

Rodríguez, Marisol; Stoyanova, Alexandrina

2004-05-01

This study analyses the utilisation of health services by gender, type of insurance access and the level of education. Descriptive and logistic regression analysis of the National Health Interview Survey, 1997, confirms that women go more often to the doctor than men. Differences are greater in the case of general practitioners (versus specialists) and public doctors (versus private). However, there are hardly any differences in hospitalisations and emergency visits. Having private access has no impact on hospitalisations, emergency visits or the probability of a visit (except for women), but it increases the probability of visits to specialists (mainly among women) and to private doctors (especially among men), confirming the existence of gender differences in the impact of this variable. In fact, the utilisation patterns by men and women with only public access resemble each other more than those of men and women with only private or dual coverage. Education is to a certain extent inversely related to the probability of a medical visit, visits to a GP and hospitalisations, but directly related to the utilisation of specialists and private doctors. Here, there are also gender disparities: differences in utilisation by educational level are more prominent among men.

Educational Pairings, Motherhood, and Women's Relative Earnings in Europe.

PubMed

Van Bavel, Jan; Klesment, Martin

2017-12-01

As a consequence of the reversal of the gender gap in education, the female partner in a couple now typically has as much as or more education compared with the male partner in most Western countries. This study addresses the implications for the earnings of women relative to their male partners in 16 European countries. Using the 2007 and 2011 rounds of the European Union Statistics on Income and Living Conditions (N = 58,292), we investigate the extent to which international differences in women's relative earnings can be explained by educational pairings and their interaction with the motherhood penalty on women's earnings, by international differences in male unemployment, or by cultural gender norms. We find that the newly emerged pattern of hypogamy is associated with higher relative earnings for women in all countries and that the motherhood penalty on relative earnings is considerably lower in hypogamous couples, but neither of these findings can explain away international country differences. Similarly, male unemployment is associated with higher relative earnings for women but cannot explain away the country differences. Against expectations, we find that the hypogamy bonus on women's relative earnings, if anything, tends to be stronger rather than weaker in countries that exhibit more conservative gender norms.

Trends in Gender Differences in Academic Achievement from 1960 to 1994: An Analysis of Differences in Mean, Variance, and Extreme Scores.

ERIC Educational Resources Information Center

Nowell, Amy; Hedges, Larry V.

1998-01-01

Uses evidence from seven surveys of the U.S. 12th-grade population and the National Assessment of Educational Progress to show that gender differences in mean and variance in academic achievement are small from 1960 to 1994 but that differences in extreme scores are often substantial. (SLD)

Trends in Gender Segregation in the Choice of Science and Engineering Majors*

PubMed Central

Mann, Allison; DiPrete, Thomas A.

2013-01-01

Numerous theories have been put forward for the high and continuing levels of gender segregation in science, technology, engineering, and mathematics (STEM) fields, but research has not systematically examined the extent to which these theories for the gender gap are consistent with actual trends. Using both administrative data and four separate longitudinal studies sponsored by the U.S. Department of Education’s National Center for Education Statistics (NCES), we evaluate several prominent explanations for the persisting gender gap in STEM fields related to mathematics performance and background and general life goals, and find that none of them are empirically satisfactory. Instead, we suggest that the structure of majors and their linkages to professional training and careers may combine with gender differences in educational goals to influence the persisting gender gap in STEM fields. An analysis of gendered career aspirations, course-taking patterns, and pathways to medical and law school supports this explanation. PMID:24090849

Siblings and Gender Differences in African-American College Attendance

ERIC Educational Resources Information Center

Loury, Linda Datcher

2004-01-01

Differences in college enrollment growth rates for African-American men and women have resulted in a large gender gap in college attendance. This paper shows that, controlling for spurious correlation with unobserved variables, having more college-educated older siblings raises rather than lowers the likelihood of college attendance for…

A Meta-analysis of Gender Differences in Applied Statistics Achievement.

ERIC Educational Resources Information Center

Schram, Christine M.

1996-01-01

A meta-analysis of gender differences examined statistics achievement in postsecondary level psychology, education, and business courses. Analysis of 13 articles (18 samples) found that undergraduate males had an advantage, outscoring females when the outcome was a series of examinations. Females outscored males when the outcome was total course…

Gender Differences in Beliefs about Condom Use among Young, Heterosexual Australian Adults

ERIC Educational Resources Information Center

Newton, Fiona J.; Newton, Joshua D.; Windisch, Lydia; Ewing, Michael T.

2013-01-01

Objective: To investigate gender differences in beliefs about condom use among young, sexually active, heterosexual Australian adults. Design: Cross-sectional survey of 1,113 adults aged 18-26 years. Setting: Higher education institutions across New South Wales and Victoria, Australia. Method: Participants were recruited during higher-education…

Perceived Gender Differences in Performance in Science: The Case of Lesotho Secondary Schools

ERIC Educational Resources Information Center

Khanyane, Marethabile; Mokuku, Tšepo; Nthathakane, Malefu C.

2016-01-01

The paper reports on a study aimed at investigating perceived gender differences in performance in science at secondary school level, as well as beliefs on possible underlying causes for these differences. The study is situated within the interpretivist paradigm and uses a typology of factors drawn from the Educational Effectiveness Research model…

Enriching gender in physics education research: A binary past and a complex future

NASA Astrophysics Data System (ADS)

Traxler, Adrienne

2017-01-01

This talk draws on research in physics, science education, and women's studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER has examined gender differences in students' participation, performance, and attitudes toward physics. Though valuable, this body of work often follows a ``binary deficit'' model of gender, where the achievements of men are implicitly taken as the most appropriate standard and where individual experiences and student identities are undervalued. I will discuss more up-to-date viewpoints on gender from other fields, as well as work on the intersection of identities [e.g., gender with race and ethnicity, or with lesbian, gay, bisexual, and transgender (LGBT) status]. A few PER studies examine the intersection of gender and race, and identify the lack of a unitary identity as a key challenge of ``belonging'' in physics. Acknowledging this complexity of identity allows further critique of the binary deficit model, which casts gender as a fixed binary trait and frames research questions around investigating deficiencies in women rather than issues of systemic bias. More nuanced models of gender allow a greater range and fluidity of gender identities, and highlight deficiencies in data that exclude women's experiences. I will conclude by suggesting new investigations that might build on an expanded gender framework in PER.

Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields.

PubMed

Wang, Ming-Te; Degol, Jessica

2013-12-01

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.

Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields

PubMed Central

Wang, Ming-Te; Degol, Jessica

2013-01-01

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes. PMID:24298199

Developing a Teachers' Gender Stereotype Scale toward Mathematics

ERIC Educational Resources Information Center

Nurlu, Özge

2017-01-01

Gender has become a focus of mathematics education research. While some research show that there are no differences between boys and girls, numerous research studies have indicated that boys have outperformed girls. It is suggested that gender stereotypes, such as expecting girls to show less achievement in mathematics compared to boys, have an…

Gender Bias Communication in the Classroom.

ERIC Educational Resources Information Center

Orick, Lisa M.

This document examines the concept of gender bias communication in the classroom and how educators can avoid it. Gender bias communication is a set of behaviors that reflect bias or stereotyping, but which is not against the law. In the classroom, a teacher may treat male and female students differently without even realizing it. For instance, a…

Gender Divergence in Academics' Representation and Research Productivity: A Nigerian Case Study

ERIC Educational Resources Information Center

Opesade, Adeola Omobola; Famurewa, Kofoworola Folakemi; Igwe, Ebelechukwu Gloria

2017-01-01

Gender equity is increasingly seen as an indicator of development and global acceptance in networks of higher education. Despite this, gender divergence in research productivity of academics coupled with under-representation of women in science has been reported to beset female's scholarly activities. Previous studies provide differing results,…

The Influence of Students' Gender on Equity in Peer Physical Examination: A Qualitative Study

ERIC Educational Resources Information Center

Vnuk, Anna K.; Wearn, Andy; Rees, Charlotte E.

2017-01-01

Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning…

The effects of gender disparities on dental hygiene education and practice in Europe.

PubMed

Luciak-Donsberger, C

2003-11-01

In Europe, over 96.5% of dental hygienists are women. The objective of this report was to examine the impact of gender role stereotyping on the image of the dental hygiene profession and on disparities in educational attainment and work regulations within Europe. Data pertaining to regulated or non-regulated dental hygiene practice in 22 European countries were analysed according to possible gender impact on access to education and on the structure of the delivery of care. It was examined whether there is a correlation between national differences found in the dental hygiene profession and gender related disparities found in other work-related areas. Results show that the gender bias in the dental hygiene profession has an effect on equal access to education, and on equal occupational opportunities for dental hygienists within the European Union (EU) and beyond. In northern Europe, higher educational attainment in the field of dental hygiene, more extensive professional responsibilities and greater opportunities for self-employment in autonomous practice tend to correlate with greater equality in the work force. In eastern Europe, lower educational and professional opportunities in dental hygiene correlate with greater gender disparities found in other work-related areas. In some western European countries, the profession has not been implemented because of the political impact of organised dentistry, which expects financial loss from autonomous dental hygiene practice. In order to fulfil mandates of the EU, initiatives must be taken to remove the gender bias in the delivery of preventive care and to promote equal access to educational attainment and to professional development in the whole of Europe for those who choose to do so.

Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States.

PubMed

Watt, Helen M G; Shapka, Jennifer D; Morris, Zoe A; Durik, Amanda M; Keating, Daniel P; Eccles, Jacquelynne S

2012-11-01

In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 samples came from suburban middle to upper-middle socioeconomic backgrounds, primarily of Anglo-European descent. Multivariate analyses of variance revealed stereotypic gender differences in educational and occupational outcomes only among the Australian sample. Multigroup structural equation models identified latent mean differences where male adolescents held higher intrinsic value for math in the Australian sample and higher ability/success expectancy in both North American samples. Ability/success expectancy was a key predictor in the North American samples, in contrast to intrinsic value in the Australian sample. Attainment/utility ("importance") values were more important for female adolescents' career choices, except in the Australian sample. Findings are interpreted in relation to gender socialization practices, degree and type of early choice, and specialization across settings. Implications are discussed for long-term math engagement and career selection for female and male adolescents. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Gender and Educational Differences in Perception of Domestic Violence Against Women Among Libyan Migrants in Manchester.

PubMed

El Abani, Suaad; Pourmehdi, Mansour

2018-02-01

Domestic violence against women (DVAW) is a worldwide phenomenon and refers to any act committed against women that results in physical and psychological harm, and coercion, loss of liberty, and deprivation. There is a dearth of research and information about the extent and prevalence of domestic violence among Libyan communities. The aim of the study was to explore community knowledge of, and attitudes toward, DVAW and to improve our understanding of the factors that influence knowledge, attitudes, and responses, particularly educational and gender differences. Using snowball sampling, we analyzed 20 semistructured interviews with Libyans living in Manchester, United Kingdom. We found gender and education-influenced participants' perception of DVAW. Men in general did not recognize DVAW as a serious social problem; noticeably, they saw it as a personal and family issue. Knowing attitudes toward DVAW is necessary for government and communities' prevention policies as attitudes influence perpetration of DVAW.

Gender and international clinician educators.

PubMed

Stadler, Dora J; Archuleta, Sophia; Ibrahim, Halah; Shah, Nina G; Al-Mohammed, Ahmed Ali; Cofrancesco, Joseph

2017-12-01

To describe gender differences of international clinician educators (CEs) and leaders, and CEs' perceptions by gender of preparation, roles, rewards and factors affecting job satisfaction and retention in emerging international competency-based residency programmes. Cross-sectional surveys of CEs and leadership were conductedJune 2013-June 2014 at institutions that had adopted competency-based graduate medical education and were accredited by the Accreditation Council for Graduate Medical Education-International. 274 (76.3%) of 359 eligible participants responded; 69 (25.2%) were female. Two (18%) of 11 chief executive officers and 1 (9%) of 11 chief medical officers were women. Female CEs were younger, more likely to be single and childless. They were less likely to hold academic appointments, despite no gender differences in length of time at current institution or in current position. A greater proportion of female CEs felt they were 'never' rewarded by academic promotion. Satisfaction rates were similar between the genders. Single female CEs were five times as likely to report being 'extremely likely' to stay in the country. Female CEs with children <21 were less likely to report high likelihood of staying in academia. Marital status and children were not associated with outcomes for male CEs. In the international academic medicine programmes studied, there were fewer female CEs in the pipeline and they perceived a gender gap in appointment and advancement. Stakeholders at international programmes need to develop contextualised strategies to expand entry and decrease attrition of women into CE tracks, and promote gender equity. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Attitudes toward physical education and class preferences of Turkish adolescents in terms of school gender composition.

PubMed

Koca, Canan; Aşçi, F Hülya; Demirhan, Giyasettin

2005-01-01

The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes. Additionally, chi-square analysis demonstrated significant differences in PE class preferences between students from single-sex and coeducational schools and between girls and boys.

Enriching gender in physics education research: A binary past and a complex future

NASA Astrophysics Data System (ADS)

Traxler, Adrienne L.; Cid, Ximena C.; Blue, Jennifer; Barthelemy, Ramón

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] In this article, we draw on previous reports from physics, science education, and women's studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in participation, performance, and attitudes toward physics. We have three critiques of this work: (i) it does not question whether the achievements of men are the most appropriate standard, (ii) individual experiences and student identities are undervalued, and (iii) the binary model of gender is not questioned. Driven by these critiques, we propose a conception of gender that is more up to date with other fields and discuss gender as performance as an extended example. We also discuss work on the intersection of identities [e.g., gender with race and ethnicity, socioeconomic status, lesbian, gay, bisexual, and transgender (LGBT) status], much of which has been conducted outside of physics. Within PER, some studies examine the intersection of gender and race, and identify the lack of a single identity as a key challenge of "belonging" in physics. Acknowledging this complexity enables us to further critique what we term a binary gender deficit model. This framework, which is implicit in much of the gender-based PER, casts gender as a fixed binary trait and suggests that women are deficient in characteristics necessary to succeed. Alternative models of gender allow a greater range and fluidity of gender identities, and highlight deficiencies in data that exclude women's experiences. We suggest new investigations that diverge from this expanded gender framework in PER.

Labour Market Outcomes and Their Impact on Tertiary Decisions in Germany: Class and Gender Differences

ERIC Educational Resources Information Center

Reimer, David

2011-01-01

In order to explain why students choose to enter or abstain from university education, economic theories of educational choice assume that the income returns to a degree are critical in motivating students' educational decisions. However, important group differences between men and women as well as students from different class backgrounds that…

Translations and Transversal Dialogues: An Examination of Mobilities Associated with Gender, Education and Global Poverty Reduction

ERIC Educational Resources Information Center

Unterhalter, Elaine

2009-01-01

Commentary on gender equality in education as a global issue often assesses what makes policy work or why certain emphases in policy are selected. The article recasts this division by looking not so much at the separation between policy and its enactment, but at the forms of mobility entailed in the movement between these different poles. It…

Physical Disability Trajectories in Older Americans with and without Diabetes: The Role of Age, Gender, Race or Ethnicity, and Education

ERIC Educational Resources Information Center

Chiu, Ching-Ju; Wray, Linda A.

2011-01-01

Purpose: This research combined cross-sectional and longitudinal data to characterize age-related trajectories in physical disability for adults with and without diabetes in the United States and to investigate if those patterns differ by age, gender, race or ethnicity, and education. Design and Methods: Data were examined on 20,433 adults aged 51…

Differences in Perceived Competence and Physical Activity Levels during Single-Gender Modified Basketball Game Play in Middle School Physical Education

ERIC Educational Resources Information Center

Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars

2014-01-01

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…

A Comparison of the Fitness, Obesity, and Physical Activity Levels of High School Physical Education Students across Race and Gender

ERIC Educational Resources Information Center

Davis, Kathryn L.; Wojcik, Janet R.; DeWaele, Christi S.

2016-01-01

Introduction: Little is known about the physical fitness, obesity, and physical activity (PA) levels of high school students in physical education classes when comparing racial and gender groups. Purpose: To compare the fitness, obesity, and PA levels of female and male students of different racial groups in 6 high schools in the southeastern…

Gender Differences in the Influence of Early Perceived Parental Support on Student Mathematics and Science Achievement and STEM Career Attainment

ERIC Educational Resources Information Center

Ing, Marsha

2014-01-01

The lack of females entering STEM careers is well documented. Reasons for the gender gaps at all stages of the educational pipeline include both internal factors such as self-concept and external factors such as the influence of parents, media, and educators. Using latent growth curve analysis and nationally representative longitudinal survey…

Work-related fatigue: the specific case of highly educated women in the Netherlands.

PubMed

Verdonk, Petra; Hooftman, Wendela E; van Veldhoven, Marc J P M; Boelens, Louise R M; Koppes, Lando L J

2010-03-01

This study aims to establish the prevalence of high work-related fatigue (need for recovery, NFR) among employees and to explain group differences categorized by gender, age, and education. The study particularly aims to clarify prevalence and explanatory factors in highly educated women. In 2005 and 2006, large representative samples of 80,000 Dutch employees (net response rate 33.0%; N = 47,263) received the Netherlands working conditions survey questionnaire. First, we calculated the prevalence of high NFR for men and women with different age and education levels. The average prevalence of high NFR was 28.8% and was highest among highly educated women (35.2%) in particular those aged 50-64 years (40.3%). Second, logistic regression analyses were used to compare subgroups' NFR in relation to situational factors, working conditions, and health. Three comparisons were made: (1) highly educated women versus men; (2) highly educated versus lower educated women and; (3) older highly educated versus younger highly educated women. The situational, working conditions and health factors in our model did not explain the gender differences among highly educated employees (OR = 1.37; CI = 1.3-1.5, adjusted for all factors OR = 1.32; CI = 1.2-1.5). Despite that lower autonomy and workplace violence explained highly educated women's NFR, working fewer hours counterbalanced this. Time pressure in work largely explained the differences in NFR among women at different education levels (crude OR 1.44; CI = 1.4-1.5, adjusted OR 1.14; CI = 1.0-1.3). In the age comparison, lower health ratings, more adverse working conditions, and working as a teacher explained older highly educated women's high prevalence of high NFR (crude OR 1.32; CI = 1.2-1.5, adjusted OR 0.94; CI = 0.8-1.2). NFR has high prevalence in highly educated women (35.2%) in particular those aged 50-64 years (40.3%). Our model did not explain gender differences in NFR, because working fewer hours counterbalanced the effects of lower autonomy and external workplace violence. Our model, in particular time pressure, largely explained differences in NFR between women at different education levels. Age differences in the prevalence of high NFR among highly educated women's were fully explained by our model. Main factors were lower health ratings, adverse working conditions, and working as a teacher.

Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers' Gender Perspective.

PubMed

Tsuda, Satoko; Hartini, Sri; Hapsari, Elsi Dwi; Takada, Satoshi

2017-05-01

Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.

Replicating a self-affirmation intervention to address gender differences: Successes and challenges

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.; Cohen, Geoffrey L.; Ito, Tiffany A.; Miyake, Akira

2012-02-01

We previously reported on the success of a psychological intervention implemented to reduce gender differences in achievement in an introductory college physics course. In this prior study, we found that the gender gap on exams and the FMCE among students who completed two 15-minute self-affirmation writing exercises was significantly reduced compared to the gender gap among students who completed neutral writing exercises. In a follow-up study we replicated the self-affirmation intervention in a later semester of the same course, with the same instructor. In this paper, we report the details and preliminary results of the replication study, where we find similar patterns along exams and course grades, but do not observe these patterns along the FMCE. We begin to investigate the critical features of replicating educational interventions, finding that replicating educational interventions is challenging, complex, and involves potentially subtle factors, some of which we explore and others that require further research.

Differential effect of birthplace and length of residence on body mass index (BMI) by education, gender and race/ethnicity.

PubMed

Sanchez-Vaznaugh, Emma V; Kawachi, Ichiro; Subramanian, S V; Sánchez, Brisa N; Acevedo-Garcia, Dolores

2008-10-01

Although birthplace and length of residence have been found to be associated with Body Mass Index (BMI)/obesity in the USA, their effects may not be the same across groups defined by education, gender and race/ethnicity. Using cross-sectional population based data from the 2001 California Health Interview Survey, we investigated the associations of birthplace and US length of residence with BMI, and whether the influence of birthplace-US length of residence on BMI varied by education, gender and race/ethnicity. Our sample included 37,350 adults aged 25-64 years. Self-reported weight and height were used to calculate BMI. Birthplace and length of residence were combined into a single variable divided into five levels: US-born, foreign-born living in the United States for more than 15, 10-14, 5-9, and less than 5 years. Controlling for age, gender, marital status, race/ethnicity, education, income, fruit and vegetable consumption, current smoking and alcohol use, we found that: (1) foreign-born adults had lower BMI than US-born adults; (2) among foreign-born adults, longer residence in the United States was associated with higher BMI; and (3) the effect of birthplace-length of US residence on BMI differed by education level, gender and race/ethnicity. Specifically, longer residence in the United States was associated with the greatest percent increases in BMI among the lowest educated groups than higher educated groups, among women (vs. men) and among Hispanics (vs. other racial/ethnic groups). These findings suggest that a protective effect of foreign birthplace on BMI appears to attenuate with length of residence in the United States, and also reveal that BMI/obesity trajectories associated with length of US residence vary by education, gender and race/ethnicity. Immigrant status, independently and in combination with education, gender and race/ethnicity should be considered in future obesity prevention and reduction efforts.

Biological Gender Differences in Students' Errors on Mathematics Achievement Tests

ERIC Educational Resources Information Center

Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy

2017-01-01

This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…

Fighting for Life in the Academy: Solutions to Gender Relationships from a Historical View.

ERIC Educational Resources Information Center

Weeks, Dennis L.

Misunderstandings across communication situations frequently occur due to gender differences in communication styles, differences in either meanings or values attached to the linguistic symbols used to convey a message. An analysis of communication in the classroom based on Walter J. Ong's educational history, "Fighting for Life Contest,…

Gender Differences in Toddlers' Language and Participation in Language Activities in Norwegian ECEC Institutions

ERIC Educational Resources Information Center

Brekke Stangeland, Elisabeth; Lundetrae, Kjersti; Reikerås, Elin

2018-01-01

A body of studies, which are mostly based on parental reports, have documented gender differences in early language proficiency, and girls tend to outperform boys in both language production and language comprehension. In this study, staff in Norwegian Early Childhood Education and Care institutions observed language comprehension, word…

Gender Differences in Mathematics Learning

ERIC Educational Resources Information Center

You, Zhixia

2010-01-01

Gender differences in mathematics and science have received substantial attention in the education research since the early 1980s when strong evidence for a male advantage was found in various studies. Given that mathematics is required for a variety of careers, the potential cause(s) of this disparity have generated much research, much of it…

A Reconceptualization of Physical Education: The Intersection of Gender/Race/Social Class

ERIC Educational Resources Information Center

Azzarito, Laura; Solomon, Melinda A.

2005-01-01

Over the past several years, numerous reports have reported data documenting declining participation in physical activity among youth. We argue that the gender, race and social class differences in these data have not been an important consideration, and that understanding the implications of these differences is crucial for improving physical…

Exploring Student Perceptions, Learning Outcome and Gender Differences in a Flipped Mathematics Course

ERIC Educational Resources Information Center

Chen, So-Chen; Yang, Stephen J. H.; Hsiao, Chia-Chang

2016-01-01

The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap,…

Social Influences, School Motivation and Gender Differences: An Application of the Expectancy-Value Theory

ERIC Educational Resources Information Center

Fan, Weihua

2011-01-01

The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer…

Cyberaggression among Adolescents: Prevalence and Gender Differences

ERIC Educational Resources Information Center

Álvarez-García, David; Barreiro-Collazo, Alejandra; Núñez, José-Carlos

2017-01-01

The objective of the present work is to analyse the prevalence of cyber-aggression and cyber-victimization among adolescents in Asturias (Spain) and to identify possible gender differences. To this end, 3,175 adolescents aged 12 to 18 years were randomly selected from the student population attending compulsory secondary education in Asturias and…

Mathematics Education in Lebanon: Gender Differences in Attitudes and Achievement

ERIC Educational Resources Information Center

Sarouphim, Ketty M.; Chartouny, Madona

2017-01-01

The purpose of this study was to investigate gender differences in students' mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers' beliefs and their perceptions of their male and female students' ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of…

GP trainers and trainees - trait and gender differences in personality: implications for GP training.

PubMed

Joffe, Megan; MacLeod, Sheona; Kedziora, Marta; Main, Paul

2016-05-01

This study looked at differences between established GP trainers and current GP trainees in relation to personality traits. Personality differences are particularly important for training in the UK context where the attributes of successful GPs may be evolving as the context changes, and where there is a unique one-to-one relationship between trainer and trainee. GP trainers and trainees attending educational events were invited to participate in this study by completing the NEO-PI-R, a personality measure. Correlation and multiple regression analysis demonstrated differences between these groups; some in line with expected differences relating to age and gender. Others, such as lower reported levels of emotional resilience, may be particular to this trainee population. Overall the gender differences are significant given the trend towards the feminisation of the medical profession. Generational differences may also explain some behaviour and attitudinal differences which can aid trainers' understanding of training issues. The findings have important implications for training, particularly in relation to the development of emotional resilience for GP trainees, and for recruitment. Further research correlating educational outcomes and perceived satisfaction with a GP career and GP training would indicate if trainer/trainee personality differences have a direct bearing on educational outcomes and future practice.

Embedding Concepts of Sex and Gender Health Differences into Medical Curricula

PubMed Central

Rice, Morrisa; Schiebinger, Londa; Jenkins, Marjorie R.; Werbinski, Janice; Núñez, Ana; Wood, Susan; Viggiano, Thomas R.; Shuster, Lynne T.

2013-01-01

Abstract Sex, a biological variable, and gender, a cultural variable, define the individual and affect all aspects of disease prevention, development, diagnosis, progression, and treatment. Sex and gender are essential elements of individualized medicine. However, medical education rarely considers such topics beyond the physiology of reproduction. To reduce health care disparities and to provide optimal, cost-effective medical care for individuals, concepts of sex and gender health need to become embedded into education and training of health professionals. In September 2012, Mayo Clinic hosted a 2-day workshop bringing together leading experts from 13 U.S. schools of medicine and schools of public health, Health Resources and Services Administration Office of Women's Health (HRSA OWH), the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH), and the Canadian Institute of Health and Gender. The purpose of this workshop was to articulate the need to integrate sex- and gender-based content into medical education and training, to identify gaps in current medical curricula, to consider strategies to embed concepts of sex and gender health into health professional curricula, and to identify existing resources to facilitate and implement change. This report summarizes these proceedings, recommendations, and action items from the workshop. PMID:23414074

Is "Gender-Sensitive Education" a Useful Concept for Educational Policy?

ERIC Educational Resources Information Center

Forde, Christine

2014-01-01

This article responds to Astrid Sinnes and Marianne Løken's article "Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science" by exploring the idea of "gender-sensitive" education and its usefulness in educational policy. It draws on theoretical discussions of the concept of…

Absolute and Relative Socioeconomic Health Inequalities across Age Groups

PubMed Central

van Zon, Sander K. R.; Bültmann, Ute; Mendes de Leon, Carlos F.; Reijneveld, Sijmen A.

2015-01-01

Background The magnitude of socioeconomic health inequalities differs across age groups. It is less clear whether socioeconomic health inequalities differ across age groups by other factors that are known to affect the relation between socioeconomic position and health, like the indicator of socioeconomic position, the health outcome, gender, and as to whether socioeconomic health inequalities are measured in absolute or in relative terms. The aim is to investigate whether absolute and relative socioeconomic health inequalities differ across age groups by indicator of socioeconomic position, health outcome and gender. Methods The study sample was derived from the baseline measurement of the LifeLines Cohort Study and consisted of 95,432 participants. Socioeconomic position was measured as educational level and household income. Physical and mental health were measured with the RAND-36. Age concerned eleven 5-years age groups. Absolute inequalities were examined by comparing means. Relative inequalities were examined by comparing Gini-coefficients. Analyses were performed for both health outcomes by both educational level and household income. Analyses were performed for all age groups, and stratified by gender. Results Absolute and relative socioeconomic health inequalities differed across age groups by indicator of socioeconomic position, health outcome, and gender. Absolute inequalities were most pronounced for mental health by household income. They were larger in younger than older age groups. Relative inequalities were most pronounced for physical health by educational level. Gini-coefficients were largest in young age groups and smallest in older age groups. Conclusions Absolute and relative socioeconomic health inequalities differed cross-sectionally across age groups by indicator of socioeconomic position, health outcome and gender. Researchers should critically consider the implications of choosing a specific age group, in addition to the indicator of socioeconomic position and health outcome, as findings on socioeconomic health inequalities may differ between them. PMID:26717482

Educational inequalities in acute myocardial infarction incidence in Norway: a nationwide cohort study.

PubMed

Igland, Jannicke; Vollset, Stein Emil; Nygård, Ottar K; Sulo, Gerhard; Ebbing, Marta; Tell, Grethe S

2014-01-01

Increasing differences in cardiovascular disease (CVD) mortality across levels of education have been reported in Norway. The aim of the study was to investigate educational inequalities in acute myocardial infarction (AMI) incidence and whether such inequalities have changed during the past decade using a nationwide longitudinal study design. Data on 141 332 incident (first) AMIs in Norway during 2001-2009 were obtained through the Cardiovascular Disease in Norway (CVDNOR) project. Educational inequalities in AMI incidence were assessed in terms of age-standardised incidence rates stratified on educational level, incidence rate ratios (IRR), relative index of inequality (RII) and slope index of inequality (SII). All calculations were conducted in four gender and age strata: Men and women aged 35-69 and 70-94 years. AMI Incidence rates decreased during 2001-2009 for all educational levels except in women aged 35-69 among whom only those with basic education had a significant decrease. In all gender and age groups; those with the highest educational level had the lowest rates. The strongest relative difference was found among women aged 35-69, with IRR (95% CI) for basic versus tertiary education 3.04 (2.85-3.24)) and RII (95% CI) equal to 4.36 (4.03-4.71). The relative differences did not change during 2001-2009 in any of the four gender and age groups, but absolute inequalities measured as SII decreased among the oldest men and women. There are substantial educational inequalities in AMI incidence in Norway, especially for women aged 35-69. Relative inequalities did not change from 2001 to 2009.

Gender, childhood and adult socioeconomic inequalities in functional disability among Chinese older adults.

PubMed

Zhong, Yaqin; Wang, Jian; Nicholas, Stephen

2017-09-02

Gender difference and life-course socioeconomic inequalities in functional disability may exist among older adults. However, the association is less well understood among Chinese older population. The objective is to provide empirical evidences on this issue by exploring the association between gender, childhood and adult socioeconomic inequalities in functional disability. Data from the 2013 wave of the China Health and Retirement Longitudinal Study (CHARLS) was utilized. Functional disability was assessed by the activities of daily living (ADL) and instrumental activities of daily living (IADL). Childhood socioeconomic status (SES) was measured by birthplace, father's education and occupation. Adult SES was measured in terms of education and household income. Multivariate logistic regressions were conducted to assess the association between gender, childhood and adult SES and functional disability. Based on a sample of 18,448 older adults aged 45 years old and above, our results showed that the prevalence of ADL and IADL disability was higher among women than men, but gender difference disappeared after adult SES and adult health were controlled. Harsh conditions during childhood were associated with functional disability but in multivariate analyses only father's education was associated with IADL disability (OR for no education = 1.198; 95% CI = 1.062-1.353). Current SES such as higher education and good economic situation are protective factors of functional disability. Childhood and adult SES were both related to functional disability among older adults. Our findings highlight the need for policies and programs aimed at decreasing social inequalities during childhood and early adulthood, which could reduce socioeconomic inequalities in functional disability in later life.

Gender discrimination, educational attainment, and illicit drug use among U.S. women

PubMed Central

Carliner, Hannah; Sarvet, Aaron L.; Gordon, Allegra R.; Hasin, Deborah S.

2016-01-01

Purpose While gender inequality has been a topic of concern for decades, little is known about the relationship between gender discrimination and illicit drug use. Further, whether this association varies by education level is unknown. Methods Among 19,209 women participants in Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions (2004–2005), we used logistic regression to test the association between gender discrimination (measured with four items from the Experiences of Discrimination instrument) and three outcomes: past-year illicit drug use, frequent drug use, and drug use disorders. We then tested whether associations differed by education level. Results Gender discrimination was reported by 9% of women and was associated with past-year drug use (adjusted odds ratio [aOR]=2.67; 95% confidence interval [CI]=2.17–3.29), frequent drug use (aOR=2.82; CI=1.99–4.00), and past year drug use disorders (aOR=3.15; CI=2.16–4.61). All specific domains of gender discrimination (on the job, in public, with institutions, being called a sexist name) were associated with all drug use outcomes. The association between gender discrimination and past-year drug use was stronger among women with less than a high school education (aOR=6.33; CI=3.38–11.85) compared to those with more education (aOR=2.45; CI=1.97–3.04; pinteraction<0.01). Conclusions Gender discrimination is consistently and strongly associated with illicit drug use and drug use disorders among U.S. women, with significantly higher odds for drug use among women with less than a high school education. Future research should examine whether explicitly addressing distress from discrimination could benefit women in drug treatment, especially among clients with lower educational attainment. PMID:28025690

More than Numbers: Individual and Contextual Factors in How Gender Diversity Affects Women's Well-Being

ERIC Educational Resources Information Center

Miner-Rubino, Kathi; Settles, Isis H.; Stewart, Abigail J.

2009-01-01

This study examined factors related to workplace gender diversity in a sample of 87 college-educated White women. Specifically, we investigated the moderating effects of one individual difference variable (sensitivity to sexism) and one contextual variable (perceptions of the workplace climate) in the relationship between the gender composition at…

Understanding the Critics of Educational Technology: Gender Inequities and Computers 1983-1993.

ERIC Educational Resources Information Center

Mangione, Melissa

Although many view computers purely as technological tools to be utilized in the classroom and workplace, attention has been drawn to the social differences computers perpetuate, including those of race, class, and gender. This paper focuses on gender and computing by examining recent analyses in regards to content, form, and usage concerns. The…

The High School Environment and the Gender Gap in Science and Engineering

ERIC Educational Resources Information Center

Legewie, Joscha; DiPrete, Thomas A.

2014-01-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields.…

"Sensible Girls" and "Silly Boys": What Do Teachers Need to Know about Gender?

ERIC Educational Resources Information Center

Major, Jae; Santoro, Ninetta

2014-01-01

Much to the consternation of many feminist researchers, teacher education programs have become largely silent about gender and the influence of gender discourses on teaching and learning. Stereotypical views of males and females can dominate teachers' views of boys and girls, and they can be seen as essentially different--as binary opposites. This…

Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities

NASA Astrophysics Data System (ADS)

Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin

2015-06-01

The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents' home environments (parents' view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents' values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents' higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents' gender stereotypes.

Adolescents' unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences.

PubMed

Makri-Botsari, Evi

2015-08-01

The purpose of this study was to detect gender specific patterns in the network of relations between unconditionality of parental and teacher acceptance in the form of unconditional positive regard and a range of educational outcomes, as indexed by academic self-perception, academic intrinsic motivation, and academic achievement. To test the role of gender as a moderator, a multi-group analysis was employed within the framework of structural equation modelling with increasing restrictions placed on the structural paths across genders. The results on a sample of 427 adolescents in grades 7-9 showed that conditionality of acceptance undermined level of perceived acceptance for both social agents. Moreover, unconditionality of teacher acceptance exerted stronger influences on students' educational outcomes than unconditionality of parental acceptance, with effect sizes being larger for girls than for boys. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Differing Gender Preferences for Educational Media among Thai Students Studying English at University

ERIC Educational Resources Information Center

Grubbs, Samuel Jacob

2012-01-01

There have been many reports indicating that there are differences between male and female students in various issues in education. This research examined the preferences for various forms of educational media by freshmen students studying English in Thailand. Approximately 3000 students at seven university campuses in central Thailand were…

Multicultural and Global Education: Seeking Common Ground. Issues in Education.

ERIC Educational Resources Information Center

Drum, Jan; Howard, Gary

Multicultural education deals with human diversity at the domestic level. It incorporates the study of racial and ethnic differences, as well as issues related to gender, age, socioeconomic status, and physical disabilities. Its primary goals are to create a sense of understanding and respect for differences, to overcome prejudice and…

School-based HIV/AIDS education is associated with reduced risky sexual behaviors and better grades with gender and race/ethnicity differences.

PubMed

Ma, Zhen-qiang; Fisher, Monica A; Kuller, Lewis H

2014-04-01

Although studies indicate school-based HIV/AIDS education programs effectively reduce risky behaviors, only 33 states and the District of Columbia in US mandate HIV/AIDS education. Ideally, school-based HIV/AIDS education should begin before puberty, or at the latest before first sexual intercourse. In 2011, 20% US states had fewer schools teaching HIV/AIDS prevention than during 2008; this is worrisome, especially for more vulnerable minorities. A nationally representative sample of 16 410 US high-school students participating in 2009 Youth Risk Behavior Survey was analyzed. Multiple regression models assessed the association between HIV/AIDS education and risky sexual behaviors, and academic grades. HIV/AIDS education was associated with delayed age at first sexual intercourse, reduced number of sex partners, reduced likelihood to have forced sexual intercourse and better academic grades, for sexually active male students, but not for female students. Both male and female students who had HIV/AIDS education were less likely to inject drugs, drink alcohol or use drugs before last sexual intercourse, and more likely to use condoms. Minority ethnic female students were more likely to have HIV testing. The positive effect of HIV/AIDS education and different gender and race/ethnicity effects support scaling up HIV/AIDS education and further research on the effectiveness of gender-race/ethnicity-specific HIV/AIDS curriculum.

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

The Disappearing Gender Gap: The Impact of Divorce, Wages, and Preferences on Education Choices and Women's Work. NBER Working Paper No. 17508

ERIC Educational Resources Information Center

Fernandez, Raquel; Wong, Joyce Cheng

2011-01-01

Women born in 1935 went to college significantly less than their male counterparts and married women's labor force participation (LFP) averaged 40% between the ages of thirty and forty. The cohort born twenty years later behaved very differently. The education gender gap was eliminated and married women's LFP averaged 70% over the same ages. In…

Alert out on tobacco and alcohol consumption in young European women.

PubMed

Thibaut, Florence

2018-05-08

Europe is the heaviest drinking and smoking region in the world. Tobacco and alcohol use are gradually increasing in women with a close prevalence of tobacco and heavy alcohol use in girls and boys. Pharmacokinetics and pharmacodynamics differences, reward process specificities and female hormones play a major role in gender differences in addictive behaviors. Therefore, health consequences differ according to gender. Further research is needed on gender differences in addiction. Information, education on the impact of hazardous alcohol consumption and related harm as well as on the consequences of tobacco use is urgently required in girls and childbearing age women.

Mind the gap: gender differences in child special health care needs.

PubMed

Leiter, Valerie; Rieker, Patricia P

2012-07-01

The gendered nature of special health care needs in childhood is an important yet understudied area. Although gendered differences in the prevalence of special health care needs have been documented, there is less knowledge about the factors which contribute to those differences. Two research questions guide this inquiry. First, is the gender gap consistent across child special health care need indicators? Second, to what extent is the gender gap in special health care needs driven by behavioral conditions? We use multiple indicators from the U.S. National Survey of Children's Health to expand our understanding about the dynamic relationship between gender and childhood health. There are clear gender differences in the prevalence of special health care needs. Boys are more likely than girls to have special health care needs overall and on the five separate components examined (medication, more care than typical, limitations, special therapies, and educational or behavioral problem). This gender gap is dynamic and varies by indicator; while behavioral conditions play a role, it remains even after controlling for behavioral conditions. The reasons for the gender differences appear to be both biological and social but much remains unknown about this pattern.

Evaluation of the Trail Making Test and interval timing as measures of cognition in healthy adults: comparisons by age, education, and gender.

PubMed

Płotek, Włodzimierz; Łyskawa, Wojciech; Kluzik, Anna; Grześkowiak, Małgorzata; Podlewski, Roland; Żaba, Zbigniew; Drobnik, Leon

2014-02-03

Human cognitive functioning can be assessed using different methods of testing. Age, level of education, and gender may influence the results of cognitive tests. The well-known Trail Making Test (TMT), which is often used to measure the frontal lobe function, and the experimental test of Interval Timing (IT) were compared. The methods used in IT included reproduction of auditory and visual stimuli, with the subsequent production of the time intervals of 1-, 2-, 5-, and 7-seconds durations with no pattern. Subjects included 64 healthy adult volunteers aged 18-63 (33 women, 31 men). Comparisons were made based on age, education, and gender. TMT was performed quickly and was influenced by age, education, and gender. All reproduced visual and produced intervals were shortened and the reproduction of auditory stimuli was more complex. Age, education, and gender have more pronounced impact on the cognitive test than on the interval timing test. The reproduction of the short auditory stimuli was more accurate in comparison to other modalities used in the IT test. The interval timing, when compared to the TMT, offers an interesting possibility of testing. Further studies are necessary to confirm the initial observation.

Gender differences in the association between cohabitation with parents and stress among married adults: A propensity score-matched analysis from the Korean National Health and Nutrition Examination Survey (KNHANES).

PubMed

Kim, Dae-Hwan; Mak, Kwok-Kei

2016-01-01

This study examined the gender-specific associations between cohabitation with parents and stress using an econometric approach. A total of 13,565 (41.7% men and 58.3% women) Korean adults aged 20-59 years from the Korean National Health and Nutrition Examination Survey (KNHANES) 2008 to 2011 were pooled. They reported their gender, age, marital status, education level, employment status, income, home ownership, and cohabitation status with their parents. The association of living with parents and stress, as well as the gender difference in the association, was investigated using propensity score matching and the average treatment effect on the treated. Adults with higher education and income, not owning a house, or living in larger cities were less likely to live with parents. Stress was associated with having children and participating in the labor market for both married men and women. Moreover, living with parents was a protective factor for stress among husbands, but a risk factor for wives in Korea. Gender differences existed in the association between cohabitation with parents and stress. Greater stress was related to cohabiting with parents and working for married women.

Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills.

PubMed

Sørensen, L B; Damsgaard, C T; Petersen, R A; Dalskov, S-M; Hjorth, M F; Dyssegaard, C B; Egelund, N; Tetens, I; Astrup, A; Lauritzen, L; Michaelsen, K F

2016-10-01

We previously found that the OPUS School Meal Study improved reading and increased errors related to inattention and impulsivity. This study explored whether the cognitive effects differed according to gender, household education and reading proficiency at baseline. This is a cluster-randomised cross-over trial comparing Nordic school meals with packed lunch from home (control) for 3 months each among 834 children aged 8 to 11 years. At baseline and at the end of each dietary period, we assessed children's performance in reading, mathematics and the d2-test of attention. Interactions were evaluated using mixed models. Analyses included 739 children. At baseline, boys and children from households without academic education were poorer readers and had a higher d2-error%. Effects on dietary intake were similar in subgroups. However, the effect of the intervention on test outcomes was stronger in boys, in children from households with academic education and in children with normal/good baseline reading proficiency. Overall, this resulted in increased socioeconomic inequality in reading performance and reduced inequality in impulsivity. Contrary to this, the gender difference decreased in reading and increased in impulsivity. Finally, the gap between poor and normal/good readers was increased in reading and decreased for d2-error%. The effects of healthy school meals on reading, impulsivity and inattention were modified by gender, household education and baseline reading proficiency. The differential effects might be related to environmental aspects of the intervention and deserves to be investigated further in future school meal trials.

[Nursing education: integrating gender equity consciousness].

PubMed

Tzeng, Ya-Ling; Shih, Hsin-Hsin; Yang, Ya-Ling

2011-12-01

Gender sensitivity influences the way a nurse handles the nursing process and can influence both patient care and public perception of the nursing profession. Nurses unaware of the influences of gender are unable to perform holistic nursing, the practice of which centers on patient-centered care. Education is essential to promote gender consciousness. Providing scenario-based education to apply gender consciousness can help nursing students integrate gender and nursing care concepts and improve nursing care quality. In addition to raising attention to this important issue, this article makes comprehensive suggestions on how to apply gender concepts in nursing education. These suggestions include requiring instructors to consider and assess their own gender consciousness in order to enhance positive gender consciousness; reviewing teaching materials to identify and remove content tainted by sexual discrimination, and emphasizing gender education in the nursing education curriculum.

Level of emotional awareness in the general French population: effects of gender, age, and education level.

PubMed

Nandrino, Jean-Louis; Baracca, Margaret; Antoine, Pascal; Paget, Virginie; Bydlowski, Sarah; Carton, Solange

2013-01-01

The Levels of Emotional Awareness Scale (LEAS) developed by Lane et al. (1990) measures the ability of a subject to discriminate his or her own emotional state and that of others. The scale is based on a cognitive-developmental model in which emotional awareness increases in a similar fashion to intellectual functions. Because studies performed using North American and German populations have demonstrated an effect of age, gender, and level of education on the ability to differentiate emotional states, our study attempts to evaluate whether these factors have the same effects in a general French population. 750 volunteers (506 female, 244 male), who were recruited from three regions of France (Lille, Montpellier, Paris), completed the LEAS. The sample was divided into five age groups and three education levels. The results of the LEAS scores for self and others and the total score showed a difference in the level of emotional awareness for different age groups, by gender and education level. A higher emotional level was observed for younger age groups, suggesting that emotional awareness depends on the cultural context and generational societal teachings. Additionally, the level of emotional awareness was higher in women than in men and lower in individuals with less education. This result might be explained by an educational bias linked to gender and higher education whereby expressive ability is reinforced. In addition, given the high degree of variability in previously observed scores in the French population, we propose a standard based on our French sample.

Reducing gender differences in performance in introductory college physics through values affirmation

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren

2011-04-01

Despite males and females being equally represented at the college level in several STEM disciplines (including biology, chemistry and mathematics), females continue to be under-represented in physics. Our research documents and addresses this participation gender gap in the introductory, calculus-based physics courses at the University of Colorado. We characterize gender differences in performance, psychological factors (including attitudes and beliefs) and retention that exist in Physics 1 and 2 [L. E. Kost, et al., Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009); L. E. Kost-Smith, et al., Phys. Rev. ST Phys. Educ. Res. 6, 020112 (2010)]. We find that the gender differences in performance can largely be accounted for by measurable differences in the physics and mathematics backgrounds and incoming attitudes and beliefs of males and females. But these background factors do not completely account for the gender gaps. We hypothesize, based on gender differences in responses to survey questions about students' sense of physics identity and confidence levels, that identity threat (the fear of confirming a negative characterization about one's identity) is playing a role in our courses. Working with researchers in psychology, we implemented an intervention where students either wrote about their most important values or not, twice at the beginning of the course [A. Miyake, et al., Science, 330, 1234 (2010)]. This ``values affirmation'' activity reduced the male-female performance difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. This brief psychological intervention may be a promising way to address the gender gap in science performance.

RBANS Norms based on the Relationship of Age, Gender, Education, and WRAT-3 Reading to Performance within an Older African American Sample.

PubMed

Andreotti, Charissa; Hawkins, Keith A

2015-01-01

Due to factors including differences in educational opportunity, African Americans and Caucasians frequently differ on cognitive tests creating diagnostic error risks. Such differences have been found on the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), and preliminary norms based on a small sample of African Americans have been generated. In a larger sample of community-dwelling older African Americans, we explored sources of variance including age, gender, common medical conditions, years of education, and reading level to generate norms stratified on the most relevant bases. Three hundred and fifty-five African Americans aged 55+ and living independently completed the RBANS and health, education, and psychosocial interviews. Hypertension and type 2 diabetes were unrelated to overall RBANS performance once age and education were accounted for. Age, education, and WRAT-3 Reading score (a proxy for scholastic attainment) were independent predictors of RBANS performance. Females performed better on List Learning, Story Memory, Fluency, Coding, List Recall, and List Recognition; males were superior on Line Orientation and Picture Naming. In addition to generating norms stratified by age, we provide descriptive statistics grouped by age and education, and by age and WRAT-3 Reading grade level, to provide clinicians with the opportunity to tailor their interpretation of scores based upon perceived best fit for their patient. Regression formulas are provided to address gender differences. To complement the standard index norms, we provide norms for alternative indexes representing additional an factor structure of cognitive domains.

Childhood Illness and the Gender Gap in Adolescent Education in Low- and Middle-Income Countries.

PubMed

Alsan, Marcella; Xing, Anlu; Wise, Paul; Darmstadt, Gary L; Bendavid, Eran

2017-07-01

Achieving gender equality in education is an important development goal. We tested the hypothesis that the gender gap in adolescent education is accentuated by illnesses among young children in the household. Using Demographic and Health Surveys on 41 821 households in 38 low- and middle-income countries, we used linear regression to estimate the difference in the probability adolescent girls and boys were in school, and how this gap responded to illness episodes among children <5 years old. To test the hypothesis that investments in child health are related to the gender gap in education, we assessed the relationship between the gender gap and national immunization coverage. In our sample of 120 708 adolescent boys and girls residing in 38 countries, girls were 5.08% less likely to attend school than boys in the absence of a recent illness among young children within the same household (95% confidence interval [CI], 5.50%-4.65%). This gap increased to 7.77% (95% CI, 8.24%-7.30%) and 8.53% (95% CI, 9.32%-7.74%) if the household reported 1 and 2 or more illness episodes, respectively. The gender gap in schooling in response to illness was larger in households with a working mother. Increases in child vaccination rates were associated with a closing of the gender gap in schooling (correlation coefficient = 0.34, P = .02). Illnesses among children strongly predict a widening of the gender gap in education. Investments in early childhood health may have important effects on schooling attainment for adolescent girls. Copyright © 2017 by the American Academy of Pediatrics.

Widening inequalities in smoking initiation and cessation patterns: a cohort and gender analysis in France.

PubMed

Legleye, S; Khlat, M; Beck, F; Peretti-Watel, P

2011-09-01

This study investigates the evolution of educational inequalities in smoking initiation and cessation in France according to gender and birth cohort. We used a 2005 nationwide survey comprising 25,239 subjects aged 18-75 years. Three cohort groups were defined (born 1930-1945, 1946-1965 or 1966-1987). We compared their smoking histories until age 40 years with time-discrete logistic regressions. Educational differences in initiation and cessation were quantified using odds ratios and relative indices of inequality (RII), and the gender gap using odds ratios (gender ratios). For smoking initiation, in the oldest cohorts, no educational gradient appeared in men, but there was a positive gradient in women (RII=0.19); in the middle cohorts, a negative gradient emerged in men (RII=1.55), while the positive gradient reduced in women (RII=0.74); in the youngest cohorts, there was a strengthening of the negative gradient in men (RII=2.72), and the emergence of a negative gradient for women (RII=1.86). The gender ratio narrowed from the oldest cohorts (3.23) to the youngest (1.09), and diminished with increasing educational level within each cohort. For smoking cessation, the educational gradients were negative in both genders, with wider gaps in the youngest cohorts, and gender ratios below 1 reflecting more marked cessation dynamics in women. Women are at an earlier stage in the tobacco epidemic than men for initiation and at a later stage for cessation and social inequalities are widening. We believe that they will not decrease unless gender and the psycho-social aspects of smoking are considered in prevention campaigns. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Gender differences in quality of care experiences during hospital stay: A contribution to patient-centered healthcare for both men and women.

PubMed

Teunissen, T A M; Rotink, M E; Lagro-Janssen, A L M

2016-04-01

Studies demonstrate that there are important gender differences in perceptions of medicinal care. Our aim is to investigate whether there are also gender differences in patients'quality of care experiences during their hospital stay. In a cross-sectional survey, patients who were admitted to a university hospital were invited to complete a questionnaire. Answers were compared between men and women of different ages, education levels, and health assessments, using the independent t-test. A linear regression model was performed to investigate the relationship between patient characteristics and hospital assessments 4169 questionnaires were sent (41.8% returned). Women rated the hospital significantly (P=0.007) lower than men, especially higher educated women and women between the ages of 18 and 44 years. Behaviors of nurses were perceived to be unsatisfactory by significantly more female patients than male patients (P=0.016). One in six women wanted more privacy compared with one in ten men (P<0.001), and ten percent more women suffered from pain (P<0.001). Women, particularly those higher educated and between 45 and 64 years of age, assess hospital care significantly lower than men. To optimize patients' assessments of hospital care, women require more gender-sensitive nursing care, more privacy, and better pain management than they receive at present. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

PubMed

Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

2016-01-01

Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine-Basics" implemented into the accredited Master of Public Health at Charité-Berlin. The eGender platform is a flexible and user-friendly electronical knowledge-sharing platform providing evidence-based high-quality learning material used by a growing number of registered users. The eGender Medicine learning modules could be key in the reform of medical curricula to integrate Sex and Gender Medicine into the education of health professionals.

Educational homogamy and gender-specific earnings: Sweden, 1990-2009.

PubMed

Dribe, Martin; Nystedt, Paul

2013-08-01

Several studies have shown strong educational homogamy in most Western societies, although the trends over time differ across countries. In this article, we study the connection between educational assortative mating and gender-specific earnings in a sample containing the entire Swedish population born 1960-1974; we follow this sample from 1990 to 2009. Our empirical strategy exploits a longitudinal design, using distributed fixed-effects models capturing the impact of partner education on postmarital earnings, relating it to the income development before union formation. We find that being partnered with someone with more education (hypergamy) is associated with higher earnings, while partnering someone with less education (hypogamy) is associated with lower earnings. However, most of these differences in earnings emerge prior to the time of marriage, implying that the effect is explained by marital selection processes rather than by partner education affecting earnings. The exception is hypogamy among the highly educated, for which there are strong indications that in comparison with homogamy and hypergamy, earnings grow slower after union formation.

Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

NASA Astrophysics Data System (ADS)

Rahmani, B. D.

2018-01-01

The purpose of this paper is to evaluate Indonesian senior high school teacher’s pedagogical content knowledge also their perception toward curriculum changing in West Java Indonesia. The data used in this study were derived from a questionnaire survey conducted among teachers in Bandung, West Java. A total of 61 usable responses were collected. The Differential Item Functioning (DIFF) was used to analyze the data whether the item had a difference or not toward gender, education background also on school location. However, the result showed that there was no any significant difference on gender and school location toward the item response but educational background. As a conclusion, the teacher’s educational background influence on giving the response to the questionnaire. Therefore, it is suggested in the future to construct the items on the questionnaire which is coped the differences of the participant particularly the educational background.

Gender Differences in School Achievement: A Within-Class Perspective

ERIC Educational Resources Information Center

Cahan, Sorel; Barneron, Meir; Kassim, Suhad

2014-01-01

Relying on the results of the achievement tests in mathematics, science, native language (Hebrew/Arabic) and English, administered to 1430 5th-grade co-educational classes in Israel, this study examines the between-class variability of the within-class mean score gender differences and its class and school correlates. The four main results of the…

Gender Differences in the Strength of Association between Motivation, Competency Beliefs and Reading Skill

ERIC Educational Resources Information Center

Logan, Sarah; Medford, Emma

2011-01-01

Background: There is concern in the education community regarding gender differences in reading, as girls regularly outperform boys. There is also concern about the consequences of low motivation for children's engagement in reading and learning. An important question is whether boys' motivation is more closely linked to their attainment compared…

Differences by Race and Gender in Expected Starting Salaries of Bachelor Degree Recipients in Connecticut

ERIC Educational Resources Information Center

Free, Rhona C.; Brown, Jennifer L.; Clifford, Maryanne T.

2007-01-01

Data from the Connecticut Department of Higher Education and the National Association of Colleges and Employers were used to explore effects of college major on differences by race and gender in estimated starting salaries of 2006 bachelor degree recipients from Connecticut colleges and universities. Females' relatively high presence in majors…

Gender Differences in Mathematics Attitudes in Coeducational and Single Sex Secondary Education

ERIC Educational Resources Information Center

Lee, Kester; Anderson, Judy

2015-01-01

Exploring why more boys than girls continue to study higher levels of mathematics in senior school when there appear to be no gender differences in achievement in earlier years is worthy of investigation. There are potentially many reasons why this occurs including career aspirations, interest, and attitudes. One factor explored in this study was…

Gender Ratio and Cognitive Profiles in Dyslexia: A Cross-National Study

ERIC Educational Resources Information Center

Jimenez, Juan E.; de la Cadena, Claudia Garcia; Siegel, Linda S.; O'Shanahan, Isabel; Garcia, Eduardo; Rodriguez, Cristina

2011-01-01

The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of…

Gender Differences in Motivation to Learn French

ERIC Educational Resources Information Center

Kissau, Scott

2006-01-01

There is concern among second language educators in Canada that male students are losing interest in studying French as a second language (FSL). In response, in the fall of 2003, a study was conducted to investigate gender differences in second language (L2) motivation among Grade 9 core French students. Building upon the traditional model of L2…

Gender Differences in the Vocational Interests of Youth Considering High Job Growth and Green Energy Occupations

ERIC Educational Resources Information Center

Robinson, Becky S.

2012-01-01

For more than 100 years, vocational psychologists and educational researchers have sought to identify the significant influences shaping occupational interests. This descriptive study used a series of vocational card sort exercises with 139 rural high school youth to identify gender differences in occupational interests toward working in 60 of the…

Factors Affecting School Participation in Turkey: An Analysis of Regional Differences

ERIC Educational Resources Information Center

Gumus, Sedat; Chudgar, Amita

2016-01-01

There are thousands of children who remain out of school at both primary and secondary levels in Turkey. The current disparities in access to education in Turkey are mostly driven by systematic regional differences and high gender inequalities. Although several existing studies have paid close attention to gender-based inequities in school access,…

The High School Environment and the Gender Gap in Science and Engineering

PubMed Central

Legewie, Joscha; DiPrete, Thomas A.

2016-01-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields. Building on recent gender theories, we argue that widely shared and hegemonic gender beliefs manifest differently across schools so that the gender-specific formation of study plans is shaped by the local environment of high schools. Using the National Education Longitudinal Study, we first show large variations between high schools in the ability to attract students to STEM fields conditional on a large set of pre–high school measures. Schools that are successful in attracting students to these fields reduce the gender gap by 25 percent or more. As a first step toward understanding what matters about schools, we then estimate the effect of two concrete high school characteristics on plans to major in STEM fields in college—a high school's curriculum in STEM and gender segregation of extracurricular activities. These factors have a substantial effect on the gender gap in plans to major in STEM: a finding that is reaffirmed in a number of sensitivity analyses. Our focus on the high school context opens concrete avenues for policy intervention and is of central theoretical importance to understand the gender gap in orientations toward STEM fields. PMID:27857451

The High School Environment and the Gender Gap in Science and Engineering.

PubMed

Legewie, Joscha; DiPrete, Thomas A

2014-10-01

Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields. Building on recent gender theories, we argue that widely shared and hegemonic gender beliefs manifest differently across schools so that the gender-specific formation of study plans is shaped by the local environment of high schools. Using the National Education Longitudinal Study, we first show large variations between high schools in the ability to attract students to STEM fields conditional on a large set of pre-high school measures. Schools that are successful in attracting students to these fields reduce the gender gap by 25 percent or more. As a first step toward understanding what matters about schools, we then estimate the effect of two concrete high school characteristics on plans to major in STEM fields in college-a high school's curriculum in STEM and gender segregation of extracurricular activities. These factors have a substantial effect on the gender gap in plans to major in STEM: a finding that is reaffirmed in a number of sensitivity analyses. Our focus on the high school context opens concrete avenues for policy intervention and is of central theoretical importance to understand the gender gap in orientations toward STEM fields.

Who Gets Promoted? Gender Differences in Science and Engineering Academia

NASA Astrophysics Data System (ADS)

Olson, Kristen

Using a nationally representative sample of doctoral academic scientists and engineers, this study examines gender differences in the likelihood of having tenure and senior faculty ranks after controlling for academic age, field, doctoral origins, employing educational institution, productivity, postdoctoral positions, work activities, and family characteristics. Logistic regressions show that many of these controls are significant; that biology and employment at comprehensive universities have a gender-specific advantage for women; and that postdoctoral positions, teaching instead of doing administrative work, and having children have a gender-specific disadvantage. Although the statistical methods employed here do not reveal the exact nature of how gender inequities in science and engineering careers arise, the author suggests that they exist.

Mental ability and psychological work performance in Chinese workers.

PubMed

Zhong, Fei; Yano, Eiji; Lan, Yajia; Wang, Mianzhen; Wang, Zhiming; Wang, Xiaorong

2006-10-01

This study was to explore the relationship among mental ability, occupational stress, and psychological work performance in Chinese workers, and to identify relevant modifiers of mental ability and psychological work performance. Psychological Stress Intensity (PSI), psychological work performance, and mental ability (Mental Function Index, MFI) were determined among 485 Chinese workers (aged 33 to 62 yr, 65% of men) with varied work occupations. Occupational Stress Questionnaire (OSQ) and mental ability with 3 tests (including immediate memory, digit span, and cipher decoding) were used. The relationship between mental ability and psychological work performance was analyzed with multiple linear regression approach. PSI, MFI, or psychological work performance were significantly different among different work types and educational level groups (p<0.01). Multiple linear regression analysis showed that MFI was significantly related to gender, age, educational level, and work type. Higher MFI and lower PSI predicted a better psychological work performance, even after adjusted for gender, age, educational level, and work type. The study suggests that occupational stress and low mental ability are important predictors for poor psychological work performance, which is modified by both gender and educational level.

Utilization of assistive technology by persons with physical disabilities: an examination of predictive factors by race.

PubMed

Loggins, Shondra; Alston, Reginald; Lewis, Allen

2014-11-01

Examine the relationship between race, use of assistive technology (AT), gender, educational attainment, income, employment status and access to health care. Data were analyzed from the national Behavioral Risk Factor Surveillance System (BRFSS) collected in USA in 2007. Descriptive statistics and logistic regression were performed. Among those who used AT, more European Americans (EAs) were educated, employed, made >$25,000 per year and had better access to health coverage. In contrast, more African Americans (AAs) who used AT were less educated, unemployed, made <$25,000 per year and had worse health coverage. Overall, AAs used AT more than EAs. The trend was consistent with predictive factors. AAs were 29% more likely to use AT compared to EAs. For EAs and AAs, predictors for use of AT were age, gender, education, employment status, income, health coverage and medical costs. Racial differences between AAs and EAs were observed in the use of AT by persons with physical disabilities based on age, gender, education, employment status, income levels, health care coverage and medical costs. Even though EAs and AAs had the same predictors, there were racial differences in the magnitude of the predictors.

'Even though a man takes the major role, he has no right to abuse': future male leaders' views on gender-based violence in Sri Lanka.

PubMed

Darj, Elisabeth; Wijewardena, Kumudu; Lindmark, Gunilla; Axemo, Pia

2017-01-01

Distinct gender roles influence gender inequality and build the foundation for gender-based violence. Violence against women is a major public health problem in all societies, and a violation of human rights. Prevalence surveys on gender-based violence have been published from Sri Lanka, but qualitative studies on men's perceptions are lacking. The aim of this study was to explore young educated Sri Lankan men's perceptions of violence against women. Seven focus-group discussions were held. Men at the end of their university studies were purposefully selected. A topic guide was used, covering various scenarios of violence against women. Qualitative content analysis was carried out. Four categories were developed through the analytic process: fixed gender roles - patriarchal values are accepted in society, female mobility control, and slowly changing attitudes; violence not accepted but still exists - sexual harassment exists everywhere, different laws for different people, female tolerance of violence, and men's right to punish; multiple factors cause violence - alcohol, violent behavior is inherited, violence culturally accepted, low education, and lack of communication; and prevention of violence against women - both parents must engage and socialize girls and boys equally, life skills education, premarital counselling, working places value clarification, and more women in politics and boards are suggested. Medical and management students, possible future male leaders of the country, have suggestions of prevention strategies in life skills to reduce gender-based violence and to increase knowledge of health consequences with the aim of changing attitudes.

Gender Difference in Academic Planning Activity among Medical Students

PubMed Central

Nguyen, Huy Van; Giang, Thao Thach

2013-01-01

Background In Vietnam, as doctor of medicine is socially considered a special career, both men and women who are enrolled in medical universities often study topics of medicine seriously. However, as culturally expected, women often perform better than men. Because of this, teaching leadership and management skill (LMS) to develop academic planning activity (APA) for female medical students would also be expected to be more effective than male counterparts. This research aimed to compare by gender the effect of teaching LMS on increasing APA, using propensity score matching (PSM). Methods In a cross-sectional survey utilizing a self-reported structured questionnaire on a systematic random sample of 421 male and female medical students in Hanoi Medical University, this study adopted first regression techniques to construct a fit model, then PSM to create a matched control group in order to allow for evaluating the effect of LMS education. Results There were several interesting gender differences. First, while for females LMS education had both direct and indirect effects on APA, it had only direct effect on males’ APA. Second, after PSM to adjust for the possible confounders to balance statistically two groups – with and without LMS education, there is statistically a significant difference in APA between male and female students, making a net difference of 11% (p<.01), equivalent to 173 students. The difference in APA between exposed and matched control group in males and females was 9% and 20%, respectively. These estimates of 9.0 and 20.0 percentage point increase can be translated into the practice of APA by 142 males and 315 females, respectively, in the population. These numbers of APA among male and female students can be explained by LMS education. Conclusions Gender appears to be a factor explaining in part academic planning activity. PMID:23418467

Gender, socioeconomic position, revascularization procedures and mortality in patients presenting with STEMI and NSTEMI in the era of primary PCI. Differences or inequities?

PubMed

Gnavi, Roberto; Rusciani, Raffaella; Dalmasso, Marco; Giammaria, Massimo; Anselmino, Monica; Roggeri, Daniela Paola; Roggeri, Alessandro

2014-10-20

Several studies have reported gender and socioeconomic differences in the use of revascularization procedures in patients with acute myocardial infarction. However, it is not clear whether these differences influence patients' survival. Moreover, most of the studies neither considered STEMI and NSTEMI separately, nor included primary PCI, which nowadays is the treatment of choice in case of AMI. In an unselected population of patients admitted to hospital with a first episode of STEMI and NSTEMI we examined gender and socioeconomic differences in the use of cardiac invasive procedures and in one-year mortality. Subjects hospitalized with a first episode of STEMI (n=3506) or NSTEMI (n=2286) were selected from the Piedmont (Italy) hospital discharge database. We considered the percentage of patients undergoing PCI, primary PCI and CABG, and in-hospital mortality. Out of hospital mortality was calculated through record linkage with the regional register. The relation between outcomes and gender or educational level was investigated using appropriate multivariate regression models adjusting for available confounders. After adjustment for age, comorbidity and hospital characteristics, women and low educated patients had a lower probability of undergoing revascularization procedures. However, neither in-hospital, nor 30-day, nor 1-year mortality showed gender or social disparities. Despite gender and socioeconomic differences in the use of revascularization, no differences emerged in in-hospital and 1-year mortality. These findings could suggest that patients are differently, but equitably, treated; differences are more likely due to an inability to fully adjust for clinical conditions rather than to a selection process at admission. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The Relationship of Birth Order and Gender with Academic Standing and Substance Use Among Youth in Latin America.

PubMed

Horner, Pilar; Andrade, Fernando; Delva, Jorge; Grogan-Kaylor, Andy; Castillo, Marcela

2012-01-01

Alfred Adler attempted to understand how family affects youth outcomes by considering the order of when a child enters a family (Adler, 1964). Adler's theory posits that birth order formation impacts individuals. We tested Adler's birth order theory using data from a cross-sectional survey of 946 Chilean youths. We examined how birth order and gender are associated with drug use and educational outcomes using three different birth order research models including: (1) Expedient Research, (2) Adler's birth order position, and (3) Family Size theoretical models. Analyses were conducted with structural equation modeling (SEM). We conclude that birth order has an important relationship with substance use outcomes for youth but has differing effects for educational achievement across both birth order status and gender.

Educational attainment, gender and health inequalities among older adults in Catalonia (Spain).

PubMed

Solé-Auró, Aïda; Alcañiz, Manuela

2016-08-04

Health expectancies vary worldwide according to socioeconomic status (SES), with health disadvantages being evident among lower SES groups. Using educational attainment as a proxy of SES, we seek to identify trends in SES differentials in health by gender, with a particular focus on individuals with low educational attainment in the adult Catalan population (Spain) aged 55 or older. Using cross-sectional data for 1994 and 2010-2014 drawn from the Catalan Health Survey, we examined three health indicators to document social health inequalities: self-perceived health, functional limitations, and restrictions on activities of daily living (ADL). We applied logistic models for each indicator, controlling for sociodemographic characteristics, health coverage and health behaviours. Among the less-educated, females presented a greater improvement in their self-perceived health over time than did their male counterparts, there being no significant variations among the medium/high educated. Regardless of education, males showed an increase in the prevalence of functional problems (as did the women, but the increase was not statistically significant). Both genders presented a higher prevalence of limitations when performing ADL in the second time period. The gender health gap was reduced slightly both for the low and the medium/high educated, expect in the case of ADL restrictions. Health and functioning differences by education level persisted, but showed significant signs of reduction. Less-educated females constitute the most disadvantaged group in terms of health and personal autonomy, though there are encouraging signs that the gap is closing both in terms of gender and level of education. Health policymakers need to devote particular attention to the aging population with low SES, especially to women. Public programmes promoting greater protection and equity, while fostering preventive and healthy practices, need to target the most underprivileged.

Gender and Education. An Encyclopedia. Volume I

ERIC Educational Resources Information Center

Bank, Barbara J., Ed.

2007-01-01

In this two volume set, educators explore the intersection of gender and education. Their entries deal with educational theories, research, curricula, practices, personnel, and policies, but also with variations in the gendering of education across historical and cultural contexts. The various contributors discuss gender as a social construction.…

Gender Differences and Socioeconomic Factors Related to Osteoporosis: A Cross-Sectional Analysis of Nationally Representative Data.

PubMed

Noh, Jin-Won; Park, Hyunchun; Kim, Minji; Kwon, Young Dae

2018-02-01

Osteoporosis has been considered a disease that primarily affects women, but recently male osteoporosis is also attracting attention. This study aims to comparatively analyze socioeconomic and other factors that are related to the prevalence of osteoporosis in both men and women. This study used data from the Korean Community Health Survey conducted in 2013. To determine factors related to osteoporosis prevalence, researchers applied a binary logistic regression model, first for all research participants, then separately for male and female participants. Women were more likely than men to have osteoporosis (odds ratio 12.33, 95% confidence interval 11.55-13.17). Factors related to osteoporosis prevalence included age, education level, region, economic activity, alcohol consumption, salt intake, depression, and body mass index in both genders. Low education and income levels were more highly associated with osteoporosis prevalence in women than in men. Most of the factors were not gender specific, but some socioeconomic determinants varied by gender. Future studies that will focus on the effects of socioeconomic factors on osteoporosis, as well as gender-related differences in prevention and control of osteoporosis, are needed.

Cyberbullying experience and gender differences among adolescents in different educational settings.

PubMed

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams. © Hammill Institute on Disabilities 2013.

Exploring Variation in Teenage Mothers’ and Fathers’ Educational Attainment

PubMed Central

Mollborn, Stefanie

2011-01-01

CONTEXT A substantial body of research has compared educational outcomes of teenage parents with those of their childless peers, but less attention has gone to variations among teenage parents. Additionally, gender differences in teenage parents’ educational outcomes have rarely been studied. METHODS Characteristics associated with high school graduation by age 26 were assessed among 317 teenage mothers and fathers who participated in the 1988–2000 National Education Longitudinal Study. Logistic regression models included socioeconomic and educational characteristics, gender, parenting responsibilities and resources, and gender interactions. RESULTS Married or cohabiting teenage parents living with no or one parent had 73% lower odds of graduation than single respondents living with two parents. Gender moderated the relationships between two parenting responsibilities and the likelihood of graduation: Fathers working at least half-time were less likely than nonworking fathers to graduate (odds ratio, 0.2), and fathers who were primary caregivers had substantially elevated odds of graduating (7.4), but no similar relationships were seen among mothers. Sixty-one percent of fathers who worked but were not primary care-givers were predicted to graduate by age 26, compared with 97% of those who were nonworking primary caregivers. CONCLUSIONS Traditional parenting norms, according to which mothers are primary caregivers and fathers are breadwinners, do not appear to be associated with improved odds of graduating. Policies and interventions aimed at helping teenage parents graduate may be most effective if they target both genders, but some are likely to be more beneficial for one gender than the other. PMID:20887284

Pre-Service Educator's Perceptions of Exemplary Teachers

ERIC Educational Resources Information Center

Mowrer-Reynolds, Elilzabeth

2008-01-01

Sweeping educational reform has focused on re-structuring without examining the basic qualities that educators bring to the classroom. The present study sought to identify specific teacher qualities associated with exemplary teachers as determined by pre-service educators seeking teacher certification. Also examined were: (1) gender differences in…

Determination of Self-Efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables

ERIC Educational Resources Information Center

Nuri, Cahit; Demirok, Mukaddes Sakalli; Direktör, Cemaliye

2017-01-01

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education…

Entrepreneurship in Higher Education in Tourism, Gender Issue? (El emprendimiento en la Educación Superior en la Titulación de Turismo, ¿cuestión de género?)

ERIC Educational Resources Information Center

Muñoz-Fernández, Guzmán A.; Rodríguez-Gutiérrez, Pablo; Santos-Roldán, Luna

2016-01-01

Introduction: This paper analyses those interpersonal skills which determine the entrepreneurial profile among students in Tourism Higher Education. We aim to verify if there are significant differences by gender diagnosis and to take this into account for future academic curriculums. Method: A survey was conducted with the students of Tourism at…

Medial temporal lobe atrophy ratings in a large 75-year-old population-based cohort: gender-corrected and education-corrected normative data.

PubMed

Velickaite, V; Ferreira, D; Cavallin, L; Lind, L; Ahlström, H; Kilander, L; Westman, E; Larsson, E-M

2018-04-01

To find cut-off values for different medial temporal lobe atrophy (MTA) measures (right, left, average, and highest), accounting for gender and education, investigate the association with cognitive performance, and to compare with decline of cognitive function over 5 years in a large population-based cohort. Three hundred and ninety 75-year-old individuals were examined with magnetic resonance imaging of the brain and cognitive testing. The Scheltens's scale was used to assess visually MTA scores (0-4) in all subjects. Cognitive tests were repeated in 278 of them after 5 years. Normal MTA cut-off values were calculated based on the 10th percentile. Most 75-year-old individuals had MTA score ≤2. Men had significantly higher MTA scores than women. Scores for left and average MTA were significantly higher in highly educated individuals. Abnormal MTA was associated with worse results in cognitive test and individuals with abnormal right MTA had faster cognitive decline. At age 75, gender and education are confounders for MTA grading. A score of ≥2 is abnormal for low-educated women and a score of ≥2.5 is abnormal for men and high-educated women. Subjects with abnormal right MTA, but normal MMSE scores had developed worse MMSE scores 5 years later. • Gender and education are confounders for MTA grading. • We suggest cut-off values for 75-year-olds, taking gender and education into account. • Males have higher MTA scores than women. • Higher MTA scores are associated with worse cognitive performance.

Educational Aspirations among UK Young Teenagers: Exploring the Role of Gender, Class and Ethnicity

ERIC Educational Resources Information Center

Berrington, Ann; Roberts, Steven; Tammes, Peter

2016-01-01

Large socio-economic differences in educational attainment and participation in Higher Education (HE) are seen in the United Kingdom (UK). Furthermore, improvements in attainment and in rates of progression to university have been much faster for most ethnic minority groups than for White children. Political rhetoric explains these differences in…

"Should You Turn This into a Complete Gender Matter?" Gender Mainstreaming in Medical Education

ERIC Educational Resources Information Center

Verdonk, Petra; Benschop, Yvonne; de Haes, Hanneke; Mans, Linda; Lagro-Janssen, Toine

2009-01-01

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants' responses to a Dutch gender awareness-raising project in medical education are discussed. Eighteen semi-structured interviews were held with education directors and…

Educational Inequalities in Acute Myocardial Infarction Incidence in Norway: A Nationwide Cohort Study

PubMed Central

Igland, Jannicke; Vollset, Stein Emil; Nygård, Ottar K.; Sulo, Gerhard; Ebbing, Marta; Tell, Grethe S.

2014-01-01

Background Increasing differences in cardiovascular disease (CVD) mortality across levels of education have been reported in Norway. The aim of the study was to investigate educational inequalities in acute myocardial infarction (AMI) incidence and whether such inequalities have changed during the past decade using a nationwide longitudinal study design. Methods Data on 141 332 incident (first) AMIs in Norway during 2001–2009 were obtained through the Cardiovascular Disease in Norway (CVDNOR) project. Educational inequalities in AMI incidence were assessed in terms of age-standardised incidence rates stratified on educational level, incidence rate ratios (IRR), relative index of inequality (RII) and slope index of inequality (SII). All calculations were conducted in four gender and age strata: Men and women aged 35–69 and 70–94 years. Results AMI Incidence rates decreased during 2001–2009 for all educational levels except in women aged 35–69 among whom only those with basic education had a significant decrease. In all gender and age groups; those with the highest educational level had the lowest rates. The strongest relative difference was found among women aged 35–69, with IRR (95% CI) for basic versus tertiary education 3.04 (2.85–3.24)) and RII (95% CI) equal to 4.36 (4.03–4.71). The relative differences did not change during 2001–2009 in any of the four gender and age groups, but absolute inequalities measured as SII decreased among the oldest men and women. Conclusions There are substantial educational inequalities in AMI incidence in Norway, especially for women aged 35–69. Relative inequalities did not change from 2001 to 2009. PMID:25188248

Do Technological and Vocational High Schools Differentiate between Male and Female Teachers?

NASA Astrophysics Data System (ADS)

Rahayu, Y.; Abdullah, A. G.; Asfiyanur, E. P.; Putra, R. C.

2018-02-01

High Quality Vocational education is one way to create skilled and professional human resources. In the implementation of teaching and learning process there are many components that are very important one of them is the educator (teacher), where through the quality of teachers materials are expected to be well absorbed by students. Teachers generally consist of male and female teachers where in this era of teacher globalization teachers in vocational schools are not only dominated by male teachers, there are many women who serve as educators in unlimited vocational schools by selected majors. But the polemic is the issue of gender inequality that has been the subject of talks in various countries since 1979. Gender bias in education is the educational reality that benefits certain sexes, leading to gender inequality in which various forms of gender inequality occur in different regions. Female teachers in technology and engineering as a minority are deemed incompetent in understanding vocational materials and are deemed less able in the application of school practices than male teachers. But at this point it can be observed that the large number of female teachers who enter the world of teaching skills in vocational schools in Indonesia. Therefore, this research was conducted to find out the extent of gender differences in the influence of teaching styles on the learning process in SMK with the concentration of technique and technique. This research is planned to be implemented in a vocational high school in Indonesia with concentration of Department of Engineering and Technology which include the use of qualitative research collecting research data by using interview and survey technique

The Effect of Gender Policies on Fertility: The Moderating Role of Education and Normative Context.

PubMed

Baizan, Pau; Arpino, Bruno; Delclòs, Carlos Eric

In this paper, we aim to assess the extent to which individual-level completed fertility varies across contexts characterized by policies supporting different gender division of labor models. We examine key labor market and care policies that shape gender relations in households and in the public domain. We also consider the role of gender norms, which can act as both a moderator and a confounding factor for policy effects. We hypothesize that, by facilitating role compatibility and reducing the gendered costs of childrearing, policies that support gender equality lead to an increase in fertility levels and to a reduction in fertility differentials by the level of education. Using individual-level data from the European Union Survey on Income and Living Conditions for 16 countries, combined with country-level data, we analyze completed fertility through multilevel Poisson's models. We find that the national level of childcare coverage is positively associated with fertility. Family allowances, prevalence of women's part-time employment and length of paid leaves were also found to be positively associated with completed fertility, though the associations were not statistically significant. These variables show a significant positive pattern according to education. A high number of average working hours for men are negatively associated with completed fertility and show a strong negative pattern by educational level. The prevalence of gender-egalitarian norms is highly predictive of fertility levels, yet we found no consistent evidence of a weaker association of gender-equality policies in countries where egalitarian values are less prevalent.

The educational gradient in marriage: a comparison of 25 European countries.

PubMed

Kalmijn, Matthijs

2013-08-01

Previous research has suggested that a new marriage gradient has emerged in the United States, with marriage becoming increasingly the privilege of the better-educated. This article examines whether this is true for Europe and explores differences in the marriage gradient among 25 European countries, using multilevel models. The focus is on the chances of living in a marital (or cohabiting) union during midlife (ages 40-49). Multilevel analyses show that the direction and strength of the gradient depend on the societal context. In countries where gender roles are traditional, better-educated women are less likely to be married than less-educated women; in gender-egalitarian countries, better-educated women are more likely to be married. For men, the educational effect on marriage is absent in traditional countries but becomes positive as gender roles become more equal. Inequality in a society also modifies the gradient: if the degree of economic inequality between educational groups in a society is strong, better-educated men are more likely to be married than less-educated men. In general, the results suggest that there may be an accumulation of social and economic disadvantages for the less well educated in more-developed countries.

Evidence-based HIV pilot program for Chinese college students: Differences by gender.

PubMed

Tung, Wei-Chen; Serratt, Teresa D; Lu, Minggen

2015-06-01

This study explored gender differences in the effectiveness of the translated VOICES (Video Opportunities for Condom Education and Safer Sex) intervention on the condom use intention, perceived benefits and barriers to condom use, condom use self-efficacy, and HIV/AIDS knowledge among Chinese students in a US university. We utilized a pretest/post-test quasi-experimental design and recruited 67 Chinese students at the local university. Participants viewed a 20-min video with Chinese subtitles, attended one 25-min small group discussion and condom interactive educational activity. Female participants showed significantly greater mean scores of perceived benefits and condom use self-efficacy, in comparison with male participants. Female participants also reported significantly higher scores than male participants in five of the perceived benefits items and one self-efficacy item. These study results provide important information for developing more differentiated intervention strategies specific to gender for HIV and STI education programs. © 2014 Wiley Publishing Asia Pty Ltd.

Knowledge about dietary fibre: a fibre study framework.

PubMed

Guiné, Raquel P F; Ferreira, Manuela; Correia, Paula; Duarte, João; Leal, Marcela; Rumbak, Ivana; Barić, Irena C; Komes, Drazenka; Satalić, Zvonimir; Sarić, Marijana M; Tarcea, Monica; Fazakas, Zita; Jovanoska, Dijana; Vanevski, Dragoljub; Vittadini, Elena; Pellegrini, Nicoletta; Szűcs, Viktória; Harangozó, Júlia; El-Kenawy, Ayman; El-Shenawy, Omnia; Yalçın, Erkan; Kösemeci, Cem; Klava, Dace; Straumite, Evita

2016-09-01

The objective of this work was to study the degree of knowledge about dietary fibre (DF), as influenced by factors such as gender, level of education, living environment or country. For this, a descriptive cross-sectional study was undertaken on a non-probabilistic sample of 6010 participants from 10 countries in different continents (Europe, Africa and America). The results showed that the participants revealed on average a positive but still low global level of knowledge, which alerts for the need to take some actions to further inform the population about DF and its role as a component of a healthy diet. The results also indicated differences between genders, levels of education, living environments and countries. The highest level of knowledge was revealed by the participants from female gender, with higher education and living in urban areas. Concerning the country, the best informed were the participants from Romania, followed by those from Portugal and Turkey while the least informed were from Egypt.

Attitudes toward and experiences of gender issues among physician teachers: A survey study conducted at a university teaching hospital in Sweden

PubMed Central

Risberg, Gunilla; Johansson, Eva E; Westman, Göran; Hamberg, Katarina

2008-01-01

Background Gender issues are important to address during medical education, however research about the implementation of gender in medical curricula reports that there are obstacles. The aim of this study was to explore physician teachers' attitudes to gender issues. Methods As part of a questionnaire, physician teachers at Umeå University in Sweden were given open-ended questions about explanations for and asked to write examples why they found gender important or not. The 1 469 comments from the 243 respondents (78 women, 165 men) were analyzed by way of content analysis. The proportion of comments made by men and women in each category was compared. Results We found three themes in our analysis: Understandings of gender, problems connected with gender and approaches to gender. Gender was associated with differences between women and men regarding behaviour and disease, as well as with inequality of life conditions. Problems connected with gender included: delicate situations involving investigations of intimate body parts or sexual attraction, different expectations on male and female physicians and students, and difficulty fully understanding the experience of people of the opposite sex. The three approaches to gender that appeared in the comments were: 1) avoidance, implying that the importance of gender in professional relationships was recognized but minimized by comparing gender with aspects, such as personality and neutrality; 2) simplification, implying that gender related problems were easy to address, or already solved; and 3) awareness, implying that the respondent was interested in gender issues or had some insights in research about gender. Only a few individuals described gender as an area of competence and knowledge. There were comments from men and women in all categories, but there were differences in the relative weight for some categories. For example, recognizing gender inequities was more pronounced in the comments from women and avoidance more common in comments from men. Conclusion The surveyed physician teachers gave many examples of gender-related problems in medical work and education, but comments describing gender as an area of competence and knowledge were few. Approaches to gender characterized by avoidance and simplification suggest that faculty development programs on gender need to address and reflect on attitudes as well as knowledge. PMID:18302735

EDUCATIONAL OPPORTUNITIES FOR BOYS AND GIRLS IN THAILAND

PubMed Central

Curran, Sara R.; Chung, Chang Y.; Cadge, Wendy; Varangrat, Anchalee

2016-01-01

Within individual countries, the paths towards increasing educational attainment are not always linear and individuals are not equally affected. Differences between boys’ and girls’ educational attainments are a common expression of this inequality as boys are more often favored for continued schooling. We examine the importance of birth cohort, sibship size, migration, and school accessibility for explaining both the gender gap and its narrowing in secondary schooling in one district in Northeast Thailand between 1984–1994. Birth cohort is a significant explanation for the narrowing of the gender gap. Migration, sibship size, and remote village location are important explanations for limited secondary education opportunities, especially for girls. PMID:27570492

Gender Differences in the Perceived Needs and Barriers of Youth Offenders Preparing for Community Reentry

PubMed Central

Abrams, Laura S.

2010-01-01

This study explored how gender differences may influence the community reentry experiences of incarcerated youth. Structured surveys assessing risk factors for re-offending, perceived reentry needs, and anticipated barriers to meeting these needs were administered to a convenience sample of males (n = 36) and females (n = 35) who were within 60 days of release from two probation camps in Southern California. Bivariate analyses found significant gender differences in prior risk factors, educational aspirations, expressed mental health needs, anticipated use of services, and reentry concerns. Minimal gender differences were detected in perceived employment needs and barriers and self-efficacy to avoid recidivism. The findings support the need for gender-specific reentry programming in some key areas and also draw attention to the importance of removing barriers to successful reentry for all incarcerated youth. PMID:20730108

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

PubMed

Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Should Gender Differences Be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

ERIC Educational Resources Information Center

Harvey, Heather Lea; Parahoo, Sanjai; Santally, Mohammad

2017-01-01

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups,…

The gender gap in self-rated health and education in Spain. A multilevel analysis.

PubMed

Pinillos-Franco, Sara; García-Prieto, Carmen

2017-01-01

Women tend to report poorer self-rated health than men. It is also well established that education has a positive effect on health. However, the issue of how the benefits of education on health differ between men and women has not received enough attention and the few existing studies which do focus on the subject do not draw a clear conclusion. Therefore, this study aims to analyse whether the positive influence of educational attainment on health is higher for women and whether education helps to overcome the gender gap in self-rated health. We analyse cross-sectional data from the 2012 European Union statistics on income and living conditions. We use a logit regression model with odds ratios and a multilevel perspective to carry out a study which includes several individual and contextual control variables. We focused our study on the working population in Spain aged between 25 and 65. The final sample considered is composed of 14,120 subjects: 7,653 men and 6,467 women. There is a gender gap in self-rated health only for the less educated. This gap is not statistically significant among more highly educated individuals. Attaining a high level of education has the same positive effect on both women's and men's self-rated health. Although we did not find gender disparities when considering the effect of education on health, we show that women's health is poorer among the less educated, mainly due to labour precariousness and household conditions.

Educational Expansion and Inequality in Taiwan and the Czech Republic

ERIC Educational Resources Information Center

Smith, Michael; Tsai, Shu-Ling; Mateju, Petr; Huang, Min-Hsiung

2016-01-01

This article presents a comparative analysis of educational inequality by family background and gender in Taiwan and the Czech Republic, which have both experienced substantial educational expansion in the last half-century under different educational systems. We highlight the specific institutional histories of both countries and examine the role…

Contradictions of Identity: Education and the Problem of Racial Absolutism.

ERIC Educational Resources Information Center

McCarthy, Cameron

1995-01-01

Critiques tendencies toward dogmatism and essentialism in current educational theories of racial inequality. Argues that different gender, class, and ethnic interests intersect with racial coordination and affiliation, and that to reduce racial antagonism or ameliorate educational inequities educators must consider the powerful role of nuance,…

Three Models of Education: Rights, Capabilities and Human Capital

ERIC Educational Resources Information Center

Robeyns, Ingrid

2006-01-01

This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights discourses and the capability approach. I first outline five different roles that education can play. Then I analyse these three models of educational…

Reducing the Impact of Stereotype Threat on Women's Math Performance: Are Two Strategies Better Than One?

PubMed Central

Jones, Paul R.

2012-01-01

Introduction Two studies examined whether stereotype threat impairs women's math performance and whether concurrent threat reduction strategies can be used to offset this effect. Method In Study 1, collegiate men and women (N = 100) watched a video purporting that males and females performed equally well (gender-fair) or males outperformed females (gender differences) on an imminent math test. In Study 2, (N = 44) women viewed the gender differences video, followed by misattribution (cue present, absent) and self-affirmation (present, absent) manipulations, before taking the aforesaid test. Results In the initial study, women underperformed men on the test after receiving the gender differences video, whereas no gender differences emerged in the gender-fair condition. In Study 2, affirming the self led to better performance than not doing so. Planned contrasts indicated, however, that only women receiving a misattribution cue and self-affirmation opportunity outperformed their counterparts not given these reduction strategies. Discussion These findings are discussed relative to Stereotype Threat Theory and educational implications are provided. PMID:22545058

Gender gap matters in maternal mortality in low and lower-middle-income countries: A study of the global Gender Gap Index.

PubMed

Choe, Seung-Ah; Cho, Sung-Il; Kim, Hongsoo

2017-09-01

Reducing maternal mortality has been a crucial part of the global development agenda. According to modernisation theory, the effect of gender equality on maternal health may differ depending on a country's economic development status. We explored the correlation between the Global Gender Gap Index (GGI) provided by the World Economic Forum and the maternal mortality ratio (MMR) obtained from the World Development Indicators database of the World Bank. The relationships between each score in the GGI, including its four sub-indices (measuring gender gaps in economic participation, educational attainment, health and survival, and political empowerment), and the MMR were analysed. When the countries were stratified by gross national income per capita, the low and lower-middle-income countries had lower scores in the GGI, and lower scores in the economic participation, educational attainment, and political empowerment sub-indices than the high-income group. Among the four sub-indices, the educational attainment sub-index showed a significant inverse correlation with the MMR in low and lower-middle-income countries when controlling for the proportion of skilled birth attendance and public share of health expenditure. This finding suggests that strategic efforts to reduce the gender gap in educational attainment could lead to improvements in maternal health in low and lower-middle-income countries.

As You Sow, So Shall You Reap: Gender-Role Attitudes and Late-Life Cognition.

PubMed

Bonsang, Eric; Skirbekk, Vegard; Staudinger, Ursula M

2017-09-01

Some studies have found that women outperform men in episodic memory after midlife. But is this finding universal, and what are the reasons? Gender differences in cognition are the result of biopsychosocial interactions throughout the life course. Social-cognitive theory of gender development posits that gender roles may play an important mediating role in these interactions. We analyzed country differences in the gender differential in cognition after midlife using data from individuals age 50 and above ( N = 226,661) from 27 countries. As expected, older women performed relatively better in countries characterized by more equal gender-role attitudes. This result was robust to cohort differences as well as reverse causality. The effect was partially mediated by education and labor-force participation. Cognition in later life thus cannot be fully understood without reference to the opportunity structures that sociocultural environments do (or do not) provide. Global population aging raises the importance of understanding that gender roles affect old-age cognition and productivity.

The Gender-Education-Poverty Nexus: Kenyan Youth's Perspective on Being Young, Gendered and Poor

ERIC Educational Resources Information Center

Chege, Fatuma N.; Arnot, Madeleine

2012-01-01

This article argues that the role of education within the gender-poverty debate needs to be reconceptualised. It stresses the importance of conceptualising the gender-education-poverty nexus as a cluster of complex interactive combinations and bonds in which education outcomes are shaped by, and shape, both poverty and gender. The aim of the paper…

Gendered differences in AIDS and AIDS-related cause of death among youth with secondary education in South Africa, 2009–2011

PubMed Central

De Wet, Nicole

2016-01-01

Abstract Background: The prevalence of human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) is higher among females than males in Sub-Saharan Africa. Education is associated with better health outcomes. For this and other reasons, African countries have made a concerted effort to increase youth education rates. However, in South Africa males have lower secondary education rates than females, yet females have a higher prevalence of HIV/AIDS. This study examines if a gender disparity exists in AIDS mortality rates among youth with secondary education in South Africa. Methods: This study uses descriptive statistics and life table techniques. A sample of 4386 deaths of youth with secondary education is used. Of this total sample, 987 deaths were among males and 340 were among females with secondary education. Results: This study shows that AIDS mortality is higher among females than males in South Africa. Males and females with secondary education have lower AIDS mortality than all males and females in the population, yet the rates are higher for females. Using cause-deleted life tables, the probability of youth dying from HIV/AIDS practically disappears for both males and females. Odds ratio calculations show that secondary education does not have a protective effect from AIDS mortality among male and female youth. Conclusion: Given the gendered difference in AIDS mortality among youth with secondary education, efforts to increase secondary education among males and further research into other factors exacerbating AIDS mortality among females with secondary education is needed in the country. PMID:27739338

Gendered differences in AIDS and AIDS-related cause of death among youth with secondary education in South Africa, 2009-2011.

PubMed

De Wet, Nicole

2016-12-01

The prevalence of human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) is higher among females than males in Sub-Saharan Africa. Education is associated with better health outcomes. For this and other reasons, African countries have made a concerted effort to increase youth education rates. However, in South Africa males have lower secondary education rates than females, yet females have a higher prevalence of HIV/AIDS. This study examines if a gender disparity exists in AIDS mortality rates among youth with secondary education in South Africa. This study uses descriptive statistics and life table techniques. A sample of 4386 deaths of youth with secondary education is used. Of this total sample, 987 deaths were among males and 340 were among females with secondary education. This study shows that AIDS mortality is higher among females than males in South Africa. Males and females with secondary education have lower AIDS mortality than all males and females in the population, yet the rates are higher for females. Using cause-deleted life tables, the probability of youth dying from HIV/AIDS practically disappears for both males and females. Odds ratio calculations show that secondary education does not have a protective effect from AIDS mortality among male and female youth. Given the gendered difference in AIDS mortality among youth with secondary education, efforts to increase secondary education among males and further research into other factors exacerbating AIDS mortality among females with secondary education is needed in the country.

Gendered Habitus and Gender Differences in Academic Achievement

ERIC Educational Resources Information Center

Edgerton, Jason; Peter, Tracey; Roberts, Lance

2014-01-01

Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class"…

Gender Differences in Website Production and Preference Aesthetics: Preliminary Implications for ICT in Education and Beyond

ERIC Educational Resources Information Center

Moss, G. A.; Gunn, R. W.

2009-01-01

The purpose of this study was to examine the implications of a gendered website production and preference aesthetic for the teaching of computer studies. Thirty male and thirty female personal websites produced by students at a UK university were rated against 23 factors. The home pages of sites that were deemed to be typical of their gender were…

A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

ERIC Educational Resources Information Center

Smith, Debra Messenger

2010-01-01

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

Gender differences in quality of life and functional disability for depression outpatients with or without residual symptoms after acute phase treatment in China.

PubMed

Zhao, Na; Wang, Xiaohong; Wu, Wenyuan; Hu, Yongdong; Niu, Yajuan; Wang, Xueyi; Gao, Chengge; Zhang, Ning; Fang, Yiru; Huang, Jizhong; Liu, Tiebang; Jia, Fujun; Zhu, Xuequan; Hu, Jian; Wang, Gang

2017-09-01

Depression is associated with substantial personal suffering and reduced quality of life and functioning. The aim of this study was to investigate gender differences on quality of life and functional impairment of outpatients with depression after acute phase treatment. 1503 depression outpatients were recruited from eleven hospitals in China. Subjects were evaluated with sociodemographic characteristics, history and self-report instruments, related to severity of symptoms, function and quality of life. All data were analyzed to determine the gender differences. Men had a younger age at onset and the first onset age, higher education compared to women in total patients and with or without residual symptoms group. Using regression analysis, it was found that gender was significantly statistically related to severity scores of SDS and had no correlation with Q-LES-Q-SF total scores. In the residual symptoms group, greater functional impairment was noted by men in the area of work and social life. Significant gender differences of mood, work and sexual life in quality of life were observed. This is a cross-sectional study of depressed outpatients and duration of acute phase treatment may not an adequate time to measure changes. Depression appears to affect men more seriously than women after acute phase treatment. Men had a younger age at onset and the first onset age, higher education, more functional impairment and lower satisfaction of quality of life in mood, work and sexual life. Gender differences affect acute treatment, remission and recovery. Copyright © 2017 Elsevier B.V. All rights reserved.

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach.

PubMed

Park, Sanghyun; Chiu, Weisheng; Won, Doyeon

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents' aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents' aggressive behavior with age, whereas physical education classes did not.

The Distribution of Thai Mental State Examination Scores among Non-Demented Elderly in Suburban Bangkok Metropolitan and Associated Factors.

PubMed

Muangpaisan, Weerasak; Assantachai, Prasert; Sitthichai, Kobkul; Richardson, Kathryn; Brayne, Carol

2015-09-01

To obtain the distribution of Thai Mental State Examination (TMSE) scores in the Thai population across different age groups and educational levels in men and women aged 50 years and older and its relationship with demographic factors. The different cutpoints in literate and illiterate participants and item performance in both groups were also determined. Community-dwelling participants aged 50 years and over were invited to join the study. Personal information, general health history, and specific illness questionnaires including the activities of daily living, designed by the Survey in Europe on Nutrition and the Elderly, a ConcertedAction (SENECA), and the Thai Mental State Examination (TMSE) were completed in the face-to-face interview. There were 4,459 participants with no specific reported conditions that could potentially influence cognitive performance. The mean (SD) age was 64.2 (7.9) years and mostparticipants were women (71.7%). The median (interquartile range) of the TMSE was 27 (25-29) and 23 (19-26) in literate and illiterate participants, respectively. The distribution of TMSE scores were reported here determined by age, gender and educational level. Percentage of correct response in each TMSE item was low in recall and calculation performance. TMSE score declined with age in both genders and had greater variation with increasing age. TMSE score also increased with increasing levels of education and better financial status. Gender was not associated with the TMSE score adjusting for age, educational level, and economic status. Age, education, and economic status have an influence on the TMSE performance. Controllingfor these three factors, genders does not contribute to significant differences in TMSE performance. Norms adjustedfor these factors should be considered before employing single cutpoints to identify impairment.

[The gender debate from the pedagogic perspective].

PubMed

Forster, Johanna

2004-09-01

The question of form and extent of biological and/or cultural influences on female and male behaviour and performance is marking a major focus in present scientific research. Accordingly, a broad spectrum of approaches in research and interpretations of results is available. The recent debate on sex and gender is offering two basic objectives for research in education science: First, the critical review of the data and results on sex specifics presented in respect to the articulation of educational aims, topics and methods. Second, the intensified research focus on the developmental consequences of gender and gender roles for boys and girls, women and men. The pedagogical focus is discussed regarding the following three objectives: 1. developmental conditions in early ontogeny, 2. the question of sex specific differences in cognitive abilities in respect to school performance of adolescents, and 3. teaching knowledge on "sex" and "gender" in schools.

Government and Nongovernmental Organizations Working Together in Gender Education

ERIC Educational Resources Information Center

Su, Chien-Ling

2014-01-01

The promotion of sex/gender equity education in Taiwan was initiated by a women's movement group, the Awakening Foundation in the late 1980s. In 1997, it became a policy in education. The passage of the Gender Equity Education Act in 2004 was a major milestone. At present, although gender equity education has been essentially institutionalized,…

Opportunities and Barriers: Gendered Reality in Chinese Higher Education

ERIC Educational Resources Information Center

Liu, Bohong; Li, Yani

2010-01-01

In the field of Chinese higher education, gender is still a significant issue, as is a general ignorance of gender discrimination against women. Issues related to gender can be observed throughout the process of education: at the time of entering an institution, during the educational process and as an outcome of education. The following seven…

[The foundation of "feminine" and "masculine". Useful theories for the training of future physicians concerning the importance of gender].

PubMed

Risberg, G

2000-11-15

A gender perspective on health and consultation is part of medical education today. Teaching about gender must not focus on differences between men and women as essential, biological, and unchangeable. The meaning of "feminine" and "masculine" is largely a social construction, i.e. the behavior and character of an individual are seldom determined by sex. Furthermore, women and men live under different conditions and have different positions in society. Medical students need to be aware of this and reflect upon the influence it may have on their professional role and practice. To achieve this awareness, knowledge about the construction of gender is needed. This article reviews relevant research in this field. The gender of the physician is used as a basis and illustration of this.

Explaining educational inequalities in adolescent life satisfaction: do health behaviour and gender matter?

PubMed

Moor, Irene; Lampert, Thomas; Rathmann, Katharina; Kuntz, Benjamin; Kolip, Petra; Spallek, Jacob; Richter, Matthias

2014-04-01

There is little evidence on the explanation of health inequalities based on a gender sensitive perspective. The aim was to investigate to what extent health behaviours mediate the association between educational inequalities and life satisfaction of boys and girls. Data were derived from the German part of the Health Behaviour in School-aged Children (HBSC) study 2010 (n = 5,005). Logistic regression models were conducted to investigate educational inequalities in life satisfaction among 11- to 15-year-old students and the relative impact of health behaviour in explaining these inequalities. Educational inequalities in life satisfaction were more pronounced in boys than in girls from lower educational tracks (OR 2.82, 95 % CI 1.97-4.05 and OR 2.30, 95 % CI 1.68-3.14). For adolescents belonging to the lowest educational track, behavioural factors contributed to 18 % (boys) and 39 % (girls) in the explanation of educational inequalities in life satisfaction. The relationship between educational track and life satisfaction is substantially mediated by health-related behaviours. To tackle inequalities in adolescent health, behavioural factors should be targeted at adolescents from lower educational tracks, with special focus on gender differences.

A theoretical model for analysing gender bias in medicine

PubMed Central

Risberg, Gunilla; Johansson, Eva E; Hamberg, Katarina

2009-01-01

During the last decades research has reported unmotivated differences in the treatment of women and men in various areas of clinical and academic medicine. There is an ongoing discussion on how to avoid such gender bias. We developed a three-step-theoretical model to understand how gender bias in medicine can occur and be understood. In this paper we present the model and discuss its usefulness in the efforts to avoid gender bias. In the model gender bias is analysed in relation to assumptions concerning difference/sameness and equity/inequity between women and men. Our model illustrates that gender bias in medicine can arise from assuming sameness and/or equity between women and men when there are genuine differences to consider in biology and disease, as well as in life conditions and experiences. However, gender bias can also arise from assuming differences when there are none, when and if dichotomous stereotypes about women and men are understood as valid. This conceptual thinking can be useful for discussing and avoiding gender bias in clinical work, medical education, career opportunities and documents such as research programs and health care policies. Too meet the various forms of gender bias, different facts and measures are needed. Knowledge about biological differences between women and men will not reduce bias caused by gendered stereotypes or by unawareness of health problems and discrimination associated with gender inequity. Such bias reflects unawareness of gendered attitudes and will not change by facts only. We suggest consciousness-rising activities and continuous reflections on gender attitudes among students, teachers, researchers and decision-makers. PMID:19646289

A theoretical model for analysing gender bias in medicine.

PubMed

Risberg, Gunilla; Johansson, Eva E; Hamberg, Katarina

2009-08-03

During the last decades research has reported unmotivated differences in the treatment of women and men in various areas of clinical and academic medicine. There is an ongoing discussion on how to avoid such gender bias. We developed a three-step-theoretical model to understand how gender bias in medicine can occur and be understood. In this paper we present the model and discuss its usefulness in the efforts to avoid gender bias. In the model gender bias is analysed in relation to assumptions concerning difference/sameness and equity/inequity between women and men. Our model illustrates that gender bias in medicine can arise from assuming sameness and/or equity between women and men when there are genuine differences to consider in biology and disease, as well as in life conditions and experiences. However, gender bias can also arise from assuming differences when there are none, when and if dichotomous stereotypes about women and men are understood as valid. This conceptual thinking can be useful for discussing and avoiding gender bias in clinical work, medical education, career opportunities and documents such as research programs and health care policies. Too meet the various forms of gender bias, different facts and measures are needed. Knowledge about biological differences between women and men will not reduce bias caused by gendered stereotypes or by unawareness of health problems and discrimination associated with gender inequity. Such bias reflects unawareness of gendered attitudes and will not change by facts only. We suggest consciousness-rising activities and continuous reflections on gender attitudes among students, teachers, researchers and decision-makers.

Meritocracy without Rising Inequality? Wage Rate Differences Are Widening by Education and Narrowing by Gender and Race. Economic Restructuring and the Job Market No. 2.

ERIC Educational Resources Information Center

Lerman, Robert I.

This brief, part of a series on labor trends and their policy implications, uses data on wage rates and hours worked from the Survey of Income and Program Participation (SIPP) to look at two questions about wage inequality since the mid-1980s. One question is whether wage differentials are becoming more related to education and less to gender and…

The Impact of the ACA Medicaid Expansions on Health Insurance Coverage through 2015 and Coverage Disparities by Age, Race/Ethnicity, and Gender.

PubMed

Wehby, George L; Lyu, Wei

2018-04-01

Examine the ACA Medicaid expansion effects on Medicaid take-up and private coverage through 2015 and coverage disparities by age, race/ethnicity, and gender. 2011-2015 American Community Survey for 3,137,989 low-educated adults aged 19-64 years. Difference-in-differences regressions accounting for national coverage trends and state fixed effects. Expansion effects doubled in 2015 among low-educated adults, with a nearly 8 percentage-point increase in Medicaid take-up and 6 percentage-point decline in uninsured rate. Significant coverage gains were observed across virtually all examined groups by age, gender, and race/ethnicity. Take-up and insurance declines were strongest among younger adults and were generally close by gender and race/ethnicity. Despite the increased take-up however, coverage disparities remained sizeable, especially for young adults and Hispanics who had declining but still high uninsured rates in 2015. There was some evidence of private coverage crowd-out in certain subgroups, particularly among young adults aged 19-26 years and women, including in both individually purchased and employer-sponsored coverage. The ACA Medicaid expansions have continued to increase coverage in 2015 across the entire population of low-educated adults and have reduced age disparities in coverage. However, there is still a need for interventions that target eligible young and Hispanic adults. © Health Research and Educational Trust.

From gender bias to gender awareness in medical education.

PubMed

Verdonk, Petra; Benschop, Yvonne W M; de Haes, Hanneke C J M; Lagro-Janssen, Toine L M

2009-03-01

Gender is an essential determinant of health and illness. Gender awareness in doctors contributes to equity and equality in health and aims towards better health for men and women. Nevertheless, gender has largely been ignored in medicine. First, it is stated that medicine was 'gender blind' by not considering gender whenever relevant. Secondly, medicine is said to be 'male biased' because the largest body of knowledge on health and illness is about men and their health. Thirdly, gender role ideology negatively influences treatment and health outcomes. Finally, gender inequality has been overlooked as a determinant of health and illness. The uptake of gender issues in medical education brings about specific challenges for several reasons. For instance, the political-ideological connotations of gender issues create resistance especially in traditionalists in medical schools. Secondly, it is necessary to clarify which gender issues must be integrated in which domains. Also, some are interdisciplinary issues and as such more difficult to integrate. Finally, schools need assistance with implementation. The integration of psychosocial issues along with biomedical ones in clinical cases, the dissemination of literature and education material, staff education, and efforts towards structural embedding of gender in curricula are determining factors for successful implementation. Gender equity is not a spontaneous process. Medical education provides specific opportunities that may contribute to transformation for medical schools educate future doctors for future patients in future settings. Consequently, future benefits legitimize the integration of gender as a qualitative investment in medical education.

The Impact of Gender on Interest in Science Topics and the Choice of Scientific and Technical Vocations

NASA Astrophysics Data System (ADS)

Buccheri, Grazia; Abt Gürber, Nadja; Brühwiler, Christian

2011-01-01

Many countries belonging to the Organisation for Economic Co-operation and Development (OECD) note a shortage of highly qualified scientific-technical personnel, whereas demand for such employees is growing. Therefore, how to motivate (female) high performers in science or mathematics to pursue scientific careers is of special interest. The sample for this study is taken from the Programme for International Student Assessment (PISA) 2006. It comprises 7,819 high performers either in sciences or mathematics from representative countries of four different education systems which generally performed well or around the OECD average in PISA 2006: Switzerland, Finland, Australia, and Korea. The results give evidence that gender specificity and gender inequity in science education are a cross-national problem. Interests in specific science disciplines only partly support vocational choices in scientific-technical fields. Instead, gender and gender stereotypes play a significant role. Enhancing the utility of a scientific vocational choice is expected to soften the gender impact.

a Gender Perspective on Peace Education and the Work for Peace

NASA Astrophysics Data System (ADS)

Brock-Utne, Birgit

2009-05-01

This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations.

Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices

ERIC Educational Resources Information Center

van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben

2018-01-01

Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…

Knowledge and Emotions in Cross-Racial Dialogues: Challenges and Opportunities for Adult Educators Committed to Racial Justice in Educational Settings

ERIC Educational Resources Information Center

Manglitz, Elaine; Guy, Talmadge C.; Merriweather, Lisa R.

2014-01-01

Our society reflects a kaleidoscope of differences in terms of race, ethnicity, class, religion, and gender identity. These differences are evident from the boardroom to the classroom in higher education and can result in impaired communication when race is the topic of discussion. To effectively facilitate race-based dialogues, adult educators…

The role of sex, gender, and education on depressive symptoms among young adults in the United States.

PubMed

Gibson, Philip A; Baker, Elizabeth H; Milner, Adrienne N

2016-01-01

Men are less likely to experience depression and both women and men who self-assess as high in traits associated with masculinity are less likely to experience depression. Recent theoretical developments stress that the context of gender construction varies by other aspects of social status such as education. Data come from the National Longitudinal Study of Adolescent Health Wave III, romantic relationship sub-sample, a nationally representative sample of middle and high school students in the U.S. in 1997. Wave III data were collected in 2001-2002 when they are ages 18-26. A subsample of individuals who were or currently are in a romantic relationship (N=4302) were administered the Bem Sex Role Inventory (BSRI). We find that femininity, not masculinity, results in less depressive symptoms among women regardless of education. Femininity is associated with less depressive symptoms among college educated men, but masculinity is associated with less depressive symptoms among non-college educated men. Sex differences in the association between gender traits and depression symptoms are smaller among those who have attended college. Results stress the importance of context for understanding the relationship between sex, gender, and depression. Individuals benefit more from both masculinity and femininity with increased education. Conversely, those with less education may be penalized for sex-gender incongruent traits in terms of mental health. These analyses are cross-sectional, making causal inference impossible. This sample is limited to young adults who were or had been in a romantic relationship at the time of the survey. Copyright © 2015. Published by Elsevier B.V.

The Relationship of Birth Order and Gender with Academic Standing and Substance Use Among Youth in Latin America

PubMed Central

Horner, Pilar; Andrade, Fernando; Delva, Jorge; Grogan-Kaylor, Andy; Castillo, Marcela

2012-01-01

Alfred Adler attempted to understand how family affects youth outcomes by considering the order of when a child enters a family (Adler, 1964). Adler’s theory posits that birth order formation impacts individuals. We tested Adler’s birth order theory using data from a cross-sectional survey of 946 Chilean youths. We examined how birth order and gender are associated with drug use and educational outcomes using three different birth order research models including: (1) Expedient Research, (2) Adler’s birth order position, and (3) Family Size theoretical models. Analyses were conducted with structural equation modeling (SEM). We conclude that birth order has an important relationship with substance use outcomes for youth but has differing effects for educational achievement across both birth order status and gender. PMID:22707916

Why "Gender" Disappeared from the Gender Gap: (Re-)Introducing Gender Identity Theory to Educational Gender Gap Research

ERIC Educational Resources Information Center

Vantieghem, Wendelien; Vermeersch, Hans; Van Houtte, Mieke

2014-01-01

Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school, which manifests in many western countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and…

The Problem of Gender Categorisation: Addressing Dilemmas Past and Present in Gender and Education Research

ERIC Educational Resources Information Center

Francis, Becky; Paechter, Carrie

2015-01-01

Developments in the field of gender theory as applied to education since the 1970s are briefly reviewed in order to highlight key challenges and debates around gender categorisation and identification in gender and education. We argue that conundrums of categorisation have haunted, and continue to haunt, the field of gender theory, and empirical…

(En)gender(ing) Complexities, Contradictions and Multiplicities: My [a Researcher's] Feminist Poststructural Stories of/for Teaching Gender and/within Multicultural Teacher Education

ERIC Educational Resources Information Center

Pereira, Christine Marie

2013-01-01

This dissertation explores how multiple lenses enable more nuanced understandings of gender that multicultural education, and by extension multicultural teacher education, will benefit from. In answering the question, "What was taught about gender and education within this multicultural teacher education course?" the teaching of gender…

‘Even though a man takes the major role, he has no right to abuse’: future male leaders’ views on gender-based violence in Sri Lanka

PubMed Central

Darj, Elisabeth; Wijewardena, Kumudu; Lindmark, Gunilla; Axemo, Pia

2017-01-01

ABSTRACT Background: Distinct gender roles influence gender inequality and build the foundation for gender-based violence. Violence against women is a major public health problem in all societies, and a violation of human rights. Prevalence surveys on gender-based violence have been published from Sri Lanka, but qualitative studies on men’s perceptions are lacking. Objectives: The aim of this study was to explore young educated Sri Lankan men’s perceptions of violence against women. Methods: Seven focus-group discussions were held. Men at the end of their university studies were purposefully selected. A topic guide was used, covering various scenarios of violence against women. Qualitative content analysis was carried out. Results: Four categories were developed through the analytic process: fixed gender roles – patriarchal values are accepted in society, female mobility control, and slowly changing attitudes; violence not accepted but still exists – sexual harassment exists everywhere, different laws for different people, female tolerance of violence, and men’s right to punish; multiple factors cause violence – alcohol, violent behavior is inherited, violence culturally accepted, low education, and lack of communication; and prevention of violence against women – both parents must engage and socialize girls and boys equally, life skills education, premarital counselling, working places value clarification, and more women in politics and boards are suggested. Conclusions: Medical and management students, possible future male leaders of the country, have suggestions of prevention strategies in life skills to reduce gender-based violence and to increase knowledge of health consequences with the aim of changing attitudes. PMID:28753081

Using Multiple Intelligences to Teach Tennis

ERIC Educational Resources Information Center

Mitchell, Melanie; Kernodle, Michael

2004-01-01

Physical education classes will have students with special needs, at different skill levels, from various cultures, and of different genders. In order to be an effective physical educator, the teacher needs to design and provide experiences that nurture the development of all children. In 1983, Howard Gardner proposed that there were many…

Same, Different, Equal: Rethinking Single-Sex Schooling.

ERIC Educational Resources Information Center

Salomone, Rosemary C.

This book presents an argument for supporting single-sex education. It examines the history and politics of gender and schooling; philosophical and psychological theories of sameness and differences; findings on educational achievement and performance; research evidence on single-sex schooling; and the legal questions that arise from single-sex…

The Challenges of Intersectionality: Researching Difference in Physical Education

ERIC Educational Resources Information Center

Flintoff, A.; Fitzgerald, H.; Scraton, S.

2008-01-01

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that "difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century". This paper reviews…

Higher Education Criticism: Do University Faculty Members and Community Professionals Have Different Viewpoints?

ERIC Educational Resources Information Center

Chiang, Linda H.

This paper presents results of a survey that focused upon responses from college faculty (N=33) and community professionals (N=56) in the following areas: the goals of higher education; success factors of higher education; attitudes and values held about higher education; gender discrimination in higher education; and perceived social status of…

Adult, Community and Further Education--Autocratic or Democratic: A Comparison.

ERIC Educational Resources Information Center

Kingsley, Hugh

1996-01-01

An observational study of two female education administrators identified two approaches: autocratic (technical/managerial) and democratic (participative/professional). Gender, expertise, and power are manifested in different ways in the two styles. (SK)

The involvement of girls and boys with bullying: an analysis of gender differences.

PubMed

Silva, Marta Angélica Iossi; Pereira, Beatriz; Mendonça, Denisa; Nunes, Berta; de Oliveira, Wanderlei Abadio

2013-12-05

This exploratory and cross-sectional study aimed to identify the prevalence of bullying in a group of students and analyze the data regarding the gender of those involved in the violence. A questionnaire adapted from Olweus was applied in seven elementary education schools in Portugal. The sample consisted of 387 students between 7 and 14 years old. Data are presented in terms of descriptive statistics and differences between proportions were analyzed using chi-square tests. The gender analysis of victimization and aggression shows that boys and girls are both victims and aggressors, and there are significant differences in involvement in bullying between genders and the roles played. Boys are victims more often when considering different types of bullying, although significant differences were only found for physical aggression. Strategies that include gender roles are a priority for prevention and careful attention to this phenomenon in the school context. The questions addressed contribute to a broader understanding of the phenomenon, emphasizing the differential participation of boys and girls in bullying.

The Involvement of Girls and Boys with Bullying: An Analysis of Gender Differences

PubMed Central

Silva, Marta Angélica Iossi; Pereira, Beatriz; Mendonça, Denisa; Nunes, Berta; de Oliveira, Wanderlei Abadio

2013-01-01

This exploratory and cross-sectional study aimed to identify the prevalence of bullying in a group of students and analyze the data regarding the gender of those involved in the violence. A questionnaire adapted from Olweus was applied in seven elementary education schools in Portugal. The sample consisted of 387 students between 7 and 14 years old. Data are presented in terms of descriptive statistics and differences between proportions were analyzed using chi-square tests. The gender analysis of victimization and aggression shows that boys and girls are both victims and aggressors, and there are significant differences in involvement in bullying between genders and the roles played. Boys are victims more often when considering different types of bullying, although significant differences were only found for physical aggression. Strategies that include gender roles are a priority for prevention and careful attention to this phenomenon in the school context. The questions addressed contribute to a broader understanding of the phenomenon, emphasizing the differential participation of boys and girls in bullying. PMID:24317387

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey

NASA Astrophysics Data System (ADS)

Reilly, David; Neumann, David L.; Andrews, Glenda

2017-06-01

The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific community. Gender differences in mathematics and science achievement play a role, in conjunction with attitudes and self-efficacy beliefs. We report results from the 2011 Trends in Mathematics and Science Study (TIMSS), a large international assessment of eighth grade students' achievement, attitudes, and beliefs among 45 participating nations (N = 261,738). Small- to medium-sized gender differences were found for most individual nations (from d = -.60 to +.31 in mathematics achievement, and d = -.60 to +.26 for science achievement), although the direction varied and there were no global gender differences overall. Such a pattern cross-culturally is incompatible with the notion of immutable gender differences. Additionally, there were different patterns between OECD and non-OECD nations, with girls scoring higher than boys in mathematics and science achievement across non-OECD nations. An association was found between gender differences in science achievement and national levels of gender equality, providing support for the gender segregation hypothesis. Furthermore, the performance of boys was more variable than that of girls in most nations, consistent with the greater male variability hypothesis. Boys reported more favorable attitudes towards mathematics and science, and girls reported lower self-efficacy beliefs. While the gender gap in STEM achievement may be closing, there are still large sections of the world where differences remain.

Economic Opportunities and Gender Differences in Human Capital: Experimental Evidence for India. NBER Working Paper No. 16021

ERIC Educational Resources Information Center

Jensen, Robert T.

2010-01-01

Gender differences in health and education are a concern for a number of developing countries. While standard theory predicts human capital should respond to market returns, social norms (e.g., disapproval of women working outside the home) may weaken or even sever this link for girls. Though many studies have examined the link between women's…

Gender Differences in Student Performance and Attitudes. A Longitudinal Study of Engineering Student Performance and Retention. Report No. NCSU-94A.

ERIC Educational Resources Information Center

Felder, Richard M.; And Others

Many are aware that factors other than academic talent help to determine a student's success or failure in school A 4-year longitudinal study including 87 men and 34 women at North Carolina State University examines gender differences in students' academic performance, persistence in chemical engineering, and attitudes toward their education and…

Gender, BMI, Values, and Learning in Physical Education: A Study on Chinese Middle Schoolers

ERIC Educational Resources Information Center

Ding, Haiyong; Sun, Haichun; Chen, Ang

2011-01-01

Students' different perceptions of task values influence their learning experience and achievement in physical education. Framed using the subjective task value construct, this study was conducted to determine the extent to which male and female Chinese middle schoolers with different body sizes differed in their perception of the task values. A…

Status of Women in Social Work Education

ERIC Educational Resources Information Center

Sakamoto, Izumi; Anastas, Jeane W.; McPhail, Beverly M.; Colarossi, Lisa G.

2008-01-01

This invited study sought to determine the current status of women in social work education for the special section of the "Journal of Social Work Education." Analysis of the latest data available indicate that gender differences remain pervasive across many aspects of social work education, including pay, rank, job duties, and tenure.…

High school computer science education paves the way for higher education: the Israeli case

NASA Astrophysics Data System (ADS)

Armoni, Michal; Gal-Ezer, Judith

2014-07-01

The gap between enrollments in higher education computing programs and the high-tech industry's demands is widely reported, and is especially prominent for women. Increasing the availability of computer science education in high school is one of the strategies suggested in order to address this gap. We look at the connection between exposure to computer science in high school and pursuing computing in higher education. We also examine the gender gap, in the context of high school computer science education. We show that in Israel, students who took the high-level computer science matriculation exam were more likely to pursue computing in higher education. Regarding the issue of gender, we will show that, in general, in Israel the difference between males and females who take computer science in high school is relatively small, and a larger, though still not very large difference exists only for the highest exam level. In addition, exposing females to high-level computer science in high school has more relative impact on pursuing higher education in computing.

Snips and Snails and Puppy Dogs' Tails: Genderism and Mathematics Education

ERIC Educational Resources Information Center

Esmonde, Indigo

2011-01-01

This paper contrasts public discussions about the educational troubles of boys and girls to consider what a gender equitable mathematics education might look like. Both public discussions and mathematics education research typically do not carefully define or theorize gender, tend to essentialize gender, and have narrow or unclear definitions of…

A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

ERIC Educational Resources Information Center

Genc, Zubeyde Sinem; Armagan, Kiymet Selin

2018-01-01

The aim of the study is to investigate gender-bound language use in Turkish and English languages and to identify the differences and similarities across cultures and genders in the plays with family and social themes. Four English and five Turkish plays were chosen randomly for comparison. The number of words in the plays were taken into…

Sedentary behaviours and socio-economic status in Spanish adolescents: the AVENA study.

PubMed

Rey-López, Juan P; Tomas, Concepción; Vicente-Rodriguez, German; Gracia-Marco, Luis; Jiménez-Pavón, David; Pérez-Llamas, Francisca; Redondo, Carlos; Bourdeaudhuij, Ilse De; Sjöström, Michael; Marcos, Ascensión; Chillón, Palma; Moreno, Luis A

2011-04-01

This study aimed to describe the influence of socio-economic status (SES) on the prevalence sedentary behaviours among Spanish adolescents. Cross-sectional data from Spanish adolescents from the Alimentación y Valoración del Estado Nutricional de los Adolescentes (AVENA) Study (2002). A national representative sample of 1776 adolescents aged 13-18.5 years provided information about time spent watching television (TV), playing with computer or videogames and studying. Parental education and occupation were assessed as SES. Participants were categorized by gender, age, parental education and occupation. Logistic regression models were used. No gender differences were found for TV viewing. For computer and videogames use (weekdays), more boys played >3 h/day (P < 0.001), whereas a higher percentage of girls reported studying >3 h/day (P < 0.001). Among boys, parental education and occupation were inversely associated with TV viewing, parental occupation directly associated with study and maternal education inversely with computer and videogames use during weekdays (all P < 0.05). For girls, parental occupation was inversely associated with TV viewing. Spanish adolescents presented different sedentary patterns according to age, gender and SES. Boys reported more time engaged in electronic games, whereas girls reported more time studying. Parental occupation had more influence than parental education on the time spent in sedentary behaviours.

Gender Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education

ERIC Educational Resources Information Center

Dieltiens, Veerle; Unterhalter, Elaine; Letsatsi, Setungoane; North, Amy

2009-01-01

Gender equity is one of the foundational principles of the national Department of Education, but there is not a shared understanding of its meaning. Based on interviews conducted in 2008 with officials in the Department of Education, we argue that there are two basic approaches to gender equity. The first, which we term "gender blind",…

Access to Gender-Sensitive Higher Education in Eastern and Central Europe: Reflections on the CEPES Project "Good Practice in Promoting Gender Equality in Higher Education"

ERIC Educational Resources Information Center

Grunberg, Laura

2005-01-01

Summarizing the incomplete results of the United Nations Educational and Scientific Organization (UNESCO) program "Good Practice in Promoting Gender Equality in Higher Education," the author asks that any assessment of the progress made in the area of gender-sensitive education take regional specificities into account. The regional…

Public awareness and knowledge of stuttering in Rio de Janeiro.

PubMed

de Britto Pereira, Monica Medeiros; Rossi, Jamile Perni; Van Borsel, John

2008-03-01

This study reports the results of an investigation of public awareness and knowledge of stuttering in Rio de Janeiro, Brazil. A total number of 606 street recruited respondents answered questions on various aspects of stuttering, including prevalence, onset, gender distribution, occurrence in different cultures, cause, treatment, intelligence, and hereditariness. The questionnaire used was a Portuguese version of the one by [Van Borsel, J., Verniers, I. & Bouvry, S. (1999). Public awareness of stuttering. Folia Phoniatrica et Logopaedica, 51, 124-132]. Although, stuttering is a disorder which is known to a majority of the participants, knowledge appears to be limited for certain aspects. Knowledge also differs among subgroups of participants according to gender, age and educational level. Comparison of the results of the current study with similar studies conducted in Belgium and in Shanghai, China shows several similarities but also some differences. The reader will be able to: (1) discuss public awareness and knowledge of stuttering in Rio de Janeiro, Brazil; (2) discuss the differences in knowledge according to gender, age and educational level and; (3) discuss similarities and differences with comparable studies run in Belgium and Shanghai, China.

Girl's Schooling in War-Torn Somalia

ERIC Educational Resources Information Center

Moyi, Peter

2012-01-01

A civil war has raged in Somalia since 1991. The civil war was the final blow to an already collapsed education system. Somalia has received little research and policy attention yet children, especially girls, are very vulnerable during times of conflict. The different gender roles, activities, and status in society create gender differentiated…

Attitudes to Gender Equality Issues in British and German Academia

ERIC Educational Resources Information Center

Pritchard, Rosalind M. O.

2010-01-01

This paper explores a range of perceived similarities and differences between male and female academics in the context of contemporary European Union "gender mainstreaming" policy. It concentrates upon the higher education systems of Germany and the United Kingdom, and is based upon questionnaire responses. A large majority of…

The Creation of a Theoretical Framework for Avatar Creation and Revision

ERIC Educational Resources Information Center

Beck, Dennis; Murphy, Cheryl

2014-01-01

Multi-User Virtual Environments (MUVE) are increasingly being used in education and provide environments where users can manipulate minute details of their avatar's appearance including those traditionally associated with gender and race identification. The ability to choose racial and gender characteristics differs from real-world educational…

Influence of Attributed Expertness and Gender in Counselor Supervision.

ERIC Educational Resources Information Center

Schiavone, Carol D.; Jessell, John C.

1988-01-01

Counselor trainee ratings of supervisor expertness and competence were obtained from 86 counselor education graduate students. Ratings of expertness and competence did not differ as a function of either supervisor or trainee gender. Higher level ascribed expertness and competence were more favorably rated by students. (Author/NB)

The Male-Female Gap in Post-Baccalaureate Schooling

ERIC Educational Resources Information Center

Stevenson, Adam

2009-01-01

I investigate the nexus of gender, student ability, and post-baccalaureate (PB) program quality. This is the first general empirical study of graduate and professional educational investment to consider inter-field differences in quality and gender composition. A primary goal of this dissertation is to establish whether admissions policy can…

Enabling Gender-Inclusivity in LIS Education through Epistemology, Ethics, and Essential Questions

ERIC Educational Resources Information Center

Fox, Melodie J.

2014-01-01

Epistemology, or the study of knowledge and knowing, is foundational for Library and Information Science (LIS) programs, as the recognition of different conceptions of how people "know" can help LIS professions handle diversity, especially gender diversity. The incorporation of epistemology can provide LIS students with more…

The Intersection of Dominican Values and Women's and Gender Studies Pedagogy

ERIC Educational Resources Information Center

Tuttle, Tara M.

2016-01-01

The missions of Women's and Gender Studies programs coincide directly with Dominican values in their commitments to fostering compassion and justice. Just as Dominican clergy during the civil rights movement challenged false notions of biological, cultural, and social difference that contributed to racist practices, Dominican educators today…

Reading Motivation: Exploring the Elementary Gender Gap

ERIC Educational Resources Information Center

Marinak, Barbara A.; Gambrell, Linda B.

2010-01-01

In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006; Smith & Wilhelm, 2002) and organizations (The Education Alliance, 2007) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average…

Academic Self-Concept, Gender and Single-Sex Schooling

ERIC Educational Resources Information Center

Sullivan, Alice

2009-01-01

This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

Principals' Beliefs: The Interface of Gender and Sector.

ERIC Educational Resources Information Center

Collard, John L.

2003-01-01

A survey of 371 principals and 24 interviews in Victoria, Australia, found significant differences between male and female principals in their leadership styles and their beliefs about the nature of the principalship, educational goals, and professional roles and behaviors. However, level of schooling, institutional scale, students' gender, and…

Transferring from the Simulator to a Live Robotic Environment: The Effectiveness of Part-Task and Whole-Task Training

DTIC Science & Technology

2013-10-01

individual differences in abilities (spatial skills), related experience ( videogame experience), or demographic variables (age or gender) impact training or...demographic questionnaire collected basic information from each participant such as age, gender, education, and videogame experience. The Santa Barbara

Greek Undergraduate Physical Education Students' Basic Computer Skills

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Gender, Innovation and Education in Latin America.

ERIC Educational Resources Information Center

Jung, Ingrid, Ed.; King, Linda, Ed.

This document contains 19 papers on gender, innovation, and education in Latin America. The following papers are included: "Introduction" (Ingrid Jung); "Reflections on the Gender Perspective in Experiences of Non-Formal Education with Women" (Lilian Celiberti); "Gender and Innovation" (Graciela Messina);…

Single-Gender Education: Educators' Perspective

ERIC Educational Resources Information Center

Fry, John P.

2009-01-01

The examination of educator's views regarding single-gender education was the basis of this study. The significance of the intended study is to show the educator's view of single-gender education as it relates to student academic achievement and behavioral incidents. A quantitative study was conducted utilizing a sample population of regular and…

Is the pattern of intellectual growth and decline across the adult life span different for men and women?

PubMed

Kaufman, A S; Kaufman-Packer, J L; McLean, J E; Reynolds, C R

1991-11-01

Gender comparisons on the WAIS-R were made for 1,480 adults from the standardization sample, ages 20-74 years, to determine whether men and women differ in their age-related patterns of change on tests of fluid and crystallized abilities. Multivariate analyses of covariance and univariate analyses of covariance were conducted, covarying education, to examine the age + gender interactions. These interactions tended to be nonsignificant and trivial for the WAIS-R Verbal and Performance scales and the 11 subtests, which suggests that both men and women maintain their crystallized abilities through old age, but show early, rapid declines in fluid ability. These results were interpreted in terms of the literature on aging and intelligence, gender differences in cognitive abilities, and gender differences in V-P patterns for patients with unilateral brain damage.

Sex and gender differences in the causes of dementia: a narrative review.

PubMed

Rocca, Walter A; Mielke, Michelle M; Vemuri, Prashanthi; Miller, Virginia M

2014-10-01

This is a narrative review of new ideas and concepts related to differences between men and women in their risk of developing dementia or Alzheimer's disease (AD). We introduce the concept of dimorphic neurology and the distinction between sex and gender. We then provide three examples of risk factors related to sex and gender from the literature. Apolipoprotein E genotype is equally common in men and women but has a stronger effect in women. Apolipoprotein E genotype is a biological factor that cannot be modified but interacts with sex or gender related factors that can be modified. Low education has a similar harmful effect in men and women but has been historically more common in women. Education is a social factor related to gender that can be modified. Finally, bilateral oophorectomy is a factor restricted to women. Bilateral oophorectomy is a surgical practice related to sex that can be modified. Consideration of risk and protective factors in men and women separately may accelerate etiologic research for neurological diseases in general, and for dementia and AD in particular. Similarly, future preventive interventions for dementia should be tailored to men and women separately. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

A Comparative Study on the Visual Perceptions of Children with Attention Deficit Hyperactivity Disorder

NASA Astrophysics Data System (ADS)

Ahmetoglu, Emine; Aral, Neriman; Butun Ayhan, Aynur

This study was conducted in order to (a) compare the visual perceptions of seven-year-old children diagnosed with attention deficit hyperactivity disorder with those of normally developing children of the same age and development level and (b) determine whether the visual perceptions of children with attention deficit hyperactivity disorder vary with respect to gender, having received preschool education and parents` educational level. A total of 60 children, 30 with attention deficit hyperactivity disorder and 30 with normal development, were assigned to the study. Data about children with attention deficit hyperactivity disorder and their families was collected by using a General Information Form and the visual perception of children was examined through the Frostig Developmental Test of Visual Perception. The Mann-Whitney U-test and Kruskal-Wallis variance analysis was used to determine whether there was a difference of between the visual perceptions of children with normal development and those diagnosed with attention deficit hyperactivity disorder and to discover whether the variables of gender, preschool education and parents` educational status affected the visual perceptions of children with attention deficit hyperactivity disorder. The results showed that there was a statistically meaningful difference between the visual perceptions of the two groups and that the visual perceptions of children with attention deficit hyperactivity disorder were affected meaningfully by gender, preschool education and parents` educational status.

Gender Disparity in Late-life Cognitive Functioning in India: Findings From the Longitudinal Aging Study in India

PubMed Central

Shih, Regina; Feeney, Kevin; Langa, Kenneth M.

2014-01-01

Objectives. To examine gender disparities in cognitive functioning in India and the extent to which education explains this disparity in later life. Methods. This study uses baseline interviews of a prospective cohort study of 1,451 community-residing adults 45 years of age or older in four geographically diverse states of India (Karnataka, Kerala, Punjab, Rajasthan). Data collected during home visits includes cognitive performance tests, and rich sociodemographic, health, and psychosocial variables. The cognitive performance tests include episodic memory, numeracy, and a modified version of the Mini-Mental State Examination. Results. We find gender disparity in cognitive function in India, and this disparity is greater in the north than the south. We also find that gender disparities in educational attainment, health, and social and economic activity explain the female cognitive disadvantage in later life. Discussion. We report significant gender disparities in cognitive functioning among older Indian adults, which differ from gender disparities in cognition encountered in developed countries. Our models controlling for education, health status, and social and economic activity explain the disparity in southern India but not the region-specific disparity in the northern India. North Indian women may face additional sources of stress associated with discrimination against women that contribute to persistent disadvantages in cognitive functioning at older ages. PMID:24622150

Exploring and Understanding Gender in Education: A Qualitative Research Manual for Education Practitioners and Gender Focal Points

ERIC Educational Resources Information Center

Bernard, Anne; Armstrong, Greg; Attig, George

2005-01-01

A methodology is described for conducting qualitative research on gender issues in education. Qualitative research, a critical step for achieving the global Education For All (EFA) goals, will assist identifying the issues, analyzing the contents, and formulating viable policy. "Gender" refers to the social roles and responsibilities that belong…

Why so few women enroll in computing? Gender and ethnic differences in students' perception

NASA Astrophysics Data System (ADS)

Varma, Roli

2010-12-01

Women are seriously under-represented in computer science and computer engineering (CS/CE) education and, thus, in the information technology (IT) workforce in the USA. This is a grim situation for both the women whose potential remains unutilized and the US society which is dependent on IT. This article examines the reasons behind low enrollment of women in CS/CE education at institutions of higher education. It is based on 150 in-depth interviews of female and male undergraduate students majoring in CS/CE, members of five major ethnic groups (White, Afro-American, Hispanic, Asian American and Native American) from seven Minority-Serving Institutions in the USA. The article finds bias in early socialization and anxiety toward technology as two main factors responsible for the under-representation of women in CS/CE education. It further shows significant gender and ethnic differences in students' responses on why so few women enroll in CS/CE.

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach

PubMed Central

Park, Sanghyun; Chiu, Weisheng

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents’ aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents’ aggressive behavior with age, whereas physical education classes did not. PMID:28410365

Sibship Size and Gendered Resource Dilution in Different Societal Contexts

PubMed Central

Kalmijn, Matthijs

2016-01-01

Resource dilution theory hypothesizes that children’s educational attainment suffers from being raised with many siblings, as the parental resources have to be shared with more children. Based on economic and cultural theories, we hypothesize that resource dilution is gendered: especially a larger number of brothers is harmful to a person’s educational attainment. Using the Survey of Health, Ageing and Retirement in Europe, covering 18 European countries, we show that the number of brothers is more negatively related with the odds of obtaining a college degree than the number of sisters. This holds particularly for women. However, this pattern is weaker in countries that are known to have a more gender-egalitarian climate. PMID:27560371

Gender and educational level modify the relationship between workplace mistreatment and health problems: a comparison between South Korea and EU countries.

PubMed

Yoo, Minsang; Lee, Saerom; Kang, Mo-Yeol

2015-01-01

This study investigated effects of workers' cultural and personal characteristics on the relationship between workplace mistreatment and health problems in both South Korea and EU Countries. Data were obtained from nationally representative interview surveys: the third Korean Working Conditions Survey (KWCS) in 2011 (50,032 participants) and fifth European Working Conditions Survey (EWCS) in 2010 (41,302 participants). The Pressure-State-Response model was adapted to explore differences in the relationship between mistreatment and health problems according to country, and logistic regression analysis was used after stratification of moderating factors. Workplace mistreatment, such as discrimination, violence, harassment, and self-reported health problems, were assessed by gender and educational level. Among KWCS participants, there were 4,321 victims (14.70%) of workplace mistreatment; among EWCS participants, there were 5,927 victims (17.89%). There was a significant positive association between workplace mistreatment and self-reported health problems. A stronger association was found among workers with higher educational levels in Korea (2- to 4-fold higher odds for mental and physical health problems), but there was no significant difference by education level in workers of EU Countries. Female Koreans who worked alone had a higher risk of health problems related to workplace mistreatment than other gender compositions in the workplace (the OR for psychological symptoms reached 6.631). In contrast, the gender composition of the work place did not significantly affect EU workers. Workplace mistreatment is significantly associated with physical and mental health problems, especially among workers with higher educational levels and females who work alone in Korea.

[Gender, socioeconomic status, and ethnicity in the context of health and migration].

PubMed

Binder-Fritz, C; Rieder, A

2014-09-01

This article deals with the significance of gender as a social determinant of health and questions the influence of gender roles in health-care services. In the context of worldwide migration, women and men of different ethnicity or social class meet with health-care providers in cross-cultural medical settings. This setting is a challenge for the European Region and in order to allow for diversity and gender sensitivity in health-care practice, interventions should address a range of factors. The concept of intersectionality goes beyond gender sensitivity and includes the consideration of other dimensions of difference, such as age, social class, education, and ethnicity. The interaction between these social dimensions of health shapes the health needs of patients and also influences doctor-patient communiation and social interaction.

Gender Differences in Knowledge, Attitudes and Practices towards Cardiovascular Disease and its Treatment among Asian Patients.

PubMed

Shen, Tong; Teo, Tse Yean; Yap, Jonathan Jl; Yeo, Khung Keong

2017-01-01

Introduction : Knowledge, attitudes and practices (KAP) impact on cardiac disease outcomes, with noted cultural and gender differences. In this Asian cohort, we aimed to analyse the KAP of patients towards cardiac diseases and pertinent factors that influence such behaviour, focusing on gender differences. Materials and Methods : A cross-sectional survey was performed among consecutive outpatients from a cardiac clinic over 2 months in 2014. Results : Of 1406 patients approached, 1000 (71.1%) responded (mean age 57.0 ± 12.7 years, 713 [71.3%] males). There was significant correlation between knowledge and attitude scores (r = 0.224, P <0.001), and knowledge and practice scores (r = 0.114, P <0.001). There was no correlation between attitude and practice scores. Multivariate predictors of higher knowledge scores included female sex, higher education, higher attitude and practice scores and prior coronary artery disease. Multivariate predictors of higher attitude scores included higher education, higher knowledge scores and non-Indian ethnicity. Multivariate predictors of higher practice scores included male sex, Indian ethnicity, older age, higher knowledge score and hypertension. Males had lower knowledge scores (85.8 ± 8.0% vs 88.0 ± 8.2%, P <0.001), lower attitude scores (91.4 ± 9.4% vs 93.2 ± 8.3%, P = 0.005) and higher practice scores (58.4 ± 18.7% vs 55.1 ± 19.3%, P = 0.013) than females. Conclusion : In our Asian cohort, knowledge of cardiovascular health plays a significant role in influencing attitudes and practices. There exists significant gender differences in KAP. Adopting gender-specific strategies for future public health campaigns could address the above gender differences.

'Important… but of low status': male education leaders' views on gender in medicine.

PubMed

Risberg, Gunilla; Johansson, Eva E; Hamberg, Katarina

2011-06-01

The implementation of and communication about matters associated with gender in medical education have been predominantly perceived as women's issues. This study aimed to explore attitudes towards and experiences of gender-related issues among key male members of faculties of medicine. We conducted semi-structured interviews with 20 male education leaders from the six medical schools in Sweden. The interviews were analysed qualitatively using a modified grounded theory approach. The core category--'important… but of low status'--reflects ambivalent attitudes towards gender-related issues in medicine among male education leaders. All informants were able to articulate why gender matters. As doctors, they saw gender as a determinant of health and, as bystanders, they had witnessed inequalities and the wasting of women's competence. However, they had doubts about gender-related issues and found them to be overemphasised. Gender education was seen as a threat to medical school curricula as a consequence of the time and space it requires. Gender-related issues were considered to be unscientifically presented, to mostly concern women's issues and to tend to involve 'male bashing' (i.e. gender issues were often labelled as ideological and political). Interviewees asked for facts and knowledge, but questioned specific lessons and gender theory. Experiences of structural constraints, such as prejudice, hierarchies and homosociality, were presented, making gender education difficult and downgrading it. The results indicate that male faculty leaders embrace the importance of gender-related issues, but do not necessarily recognise or defend their impact on an area of significant knowledge and competence in medicine. To change this and to engage more men in gender education, faculty measures are needed to counteract prejudice and to upgrade the time allocation, merits and status of gender implementation work. Based on our findings, we present and discuss possible ways to interest more men and to improve gender education in medicine. © Blackwell Publishing Ltd 2011.

An assessment of attitudes toward gender inequitable sexual and reproductive health norms in South Sudan: a community-based participatory research approach

PubMed Central

2013-01-01

Background Communities in South Sudan have endured decades of conflict. Protracted conflict exacerbated reproductive health disparities and gender inequities. This study, conducted prior to the country’s 2011 independence, aimed to assess attitudes toward gender inequitable norms related to sexual relationships and reproductive health and the effects of sex, age, and education on these attitudes. Methods Applying a community-based participatory research approach and quota sampling, 680 adult male and female respondents were interviewed in seven sites within South Sudan in 2009–2011. The verbally administered survey assessed attitudes using the Gender Equitable Men scale. Data were stratified by sex, age (≤35 years and >35 years), and education. Results Of 680 respondents, 352 were female, 326 were male, and 2 did not indicate their sex. The majority of women (77%) and men (74%) agreed “a man needs other women, even if things with his wife are fine”. Respondents who reported no education (60%) were more likely than those who reported any education (45%) to agree “if a woman is married, she should have sex with her husband whenever he wants to, even if she doesn’t want to” (p = 0.002). The majority of women (74%) and men (73%) agreed “it is a woman’s responsibility to avoid getting pregnant”. Respondents who reported no education (81%) were more likely than those who reported any education (72%) to agree with this statement (p = 0.04). When asked about condom use, the majority of respondents, across both sexes and both age groups, agreed “it would be outrageous for a wife to ask her husband to use a condom” and “women who carry condoms are easy”. There were no statistically significant differences between the two age groups for any of the assessed gender inequitable norms. Conclusion The study reveals differences in attitudes toward gender inequitable sexual and reproductive health norms among those surveyed in South Sudan when stratified by sex and education. As a new nation seeks to strengthen its health system, these data can inform sexual and reproductive health policies and programming in South Sudan. PMID:24209789

Gender differences in erotic plasticity--evolutionary or sociocultural forces? Comment on Baumeister (2000)

PubMed

Hyde, J S; Durik, A M

2000-05-01

R. F. Baumeister (2000) argued that there are gender differences in erotic plasticity, meaning that women are more influenced by cultural and social factors than men are. He attributed the gender difference in erotic plasticity to evolutionary, biological forces. We propose an alternative account of the data using a multifactor sociocultural model that rests on 4 assertions: (a) Men have more power than women on many levels including the institutional and the interpersonal levels, (b) education increases women's power, (c) groups with less power (women) pay more attention to and adapt their behavior more to the group with more power (men) than the reverse, and (d) gender roles powerfully shape behavior, and heterosexuality is a more important element of the male role than the female role.

Intrapersonal and interpersonal sexual behaviors of Chinese university students: gender differences in prevalence and correlates.

PubMed

Chi, Xinli; Bongardt, Daphne van de; Hawk, Skyler T

2015-01-01

The main aim of the present study was to investigate gender differences among university students in contemporary China regarding (1) the prevalence of various types of intrapersonal and interpersonal sexual behaviors and (2) their sociodemographic and psychosocial predictors. A total of 1,397 university students (M(age) = 20.3 years) completed related questionnaires. Intrapersonal behaviors (i.e., sexual fantasizing, solitary masturbation, and viewing pornography) were generally reported more frequently than interpersonal behaviors (i.e., petting, oral sex, and intercourse). Gender differences were most evident for intrapersonal sexual behaviors, all of which were reported more frequently by men. Men reported significantly more heterosexual intercourse than women but not petting or oral sex. Several correlates (i.e., age, educational aspiration, family income, urbanity, relationship experience, and Internet use) were significant predictors of various intrapersonal and interpersonal sexual behaviors. Gender significantly moderated these correlations in three cases: Family income was a stronger negative predictor of intercourse for women, romantic relationship history was a stronger positive predictor of intercourse for men, and Internet use was a stronger positive predictor of sexual fantasizing for men. We discuss the implications of these findings for sexuality education and sexual health policies and practices in contemporary China.

Memory performance and affect: are there gender differences in community-residing older adults?

PubMed

McDougall, Graham Joseph; Pituch, Keenan A; Stanton, Marietta P; Chang, Wanchen

2014-08-01

After age 65, the incidence of episodic memory decline in males is greater than in females. We explored the influence of anxiety and depression on objective and subjective memory performance in a diverse sample of community-residing older adults. The study was a secondary analysis of data on three samples of adults from two states, Ohio and Texas: a community sample (n = 177); a retirement community sample (n = 97); and the SeniorWISE Study (n = 265). The sample of 529 adults was 74% female, the average age was 76.58 years (range = 59-100 years), and educational attainment was 13.12 years (±3.68); 68% were Caucasian, and 17% had depressive symptoms. We found no memory performance differences by gender. Males and females were similarly classified into the four memory performance groups, with almost half of each gender in the poor memory category. Even though males had greater years of education, they used fewer compensatory memory strategies. The observed gender differences in memory were subjective evaluations, specifically metamemory. Age was not a significant predictor of cognition or memory performance, nor did males have greater memory impairment than females.

Gender Differences in Primary and Secondary Education: Are Girls Really Outperforming Boys?

ERIC Educational Resources Information Center

Driessen, Geert; van Langen, Annemarie

2013-01-01

A moral panic has broken out in several countries after recent studies showed that girls were outperforming boys in education. Commissioned by the Dutch Ministry of Education, the present study examines the position of boys and girls in Dutch primary education and in the first phase of secondary education over the past ten to fifteen years. On the…

Educational Inequalities and the Expansion of Postsecondary Education in Brazil, from 1982 to 2006

ERIC Educational Resources Information Center

Collares, Ana Cristina Murta

2010-01-01

Brazil has experienced a broad expansion of education in the last few decades, but inequalities in educational access are still high for people of different socioeconomic statuses as well as by gender and race. Using data that covers higher education expansion from 1982 to 2006 in Brazil, this dissertation investigates the consequences of this…

Toward a gender-sensitive model of science teacher education for women primary and early childhood teachers

NASA Astrophysics Data System (ADS)

Bearlin, Margaret

1990-01-01

Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models of exemplary practice used to classify responses: subject-centred, learner-centred and knowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge, persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher Education (DEET, 1989).

Differential effect of race, education, gender, and language discrimination on glycemic control in adults with type 2 diabetes.

PubMed

Reynolds, D Brice; Walker, Rebekah J; Campbell, Jennifer A; Egede, Leonard E

2015-04-01

Discrimination has been linked to negative health outcomes, but little research has investigated different types of discrimination to determine if some have a greater impact on outcomes. We examined the differential effect of discrimination based on race, level of education, gender, and language on glycemic control in adults with type 2 diabetes. Six hundred two patients with type 2 diabetes from two adult primary care clinics in the southeastern United States completed validated questionnaires. Questions included perceived discrimination because of race/ethnicity, level of education, sex/gender, or language. A multiple linear regression model assessed the differential effect of each type of perceived discrimination on glycemic control while adjusting for relevant covariates, including race, site, gender, marital status, duration of diabetes, number of years in school, number of hours worked per week, income, and health status. The mean age was 61.5 years, and the mean duration of diabetes was 12.3 years. Of the sample, 61.6% were men, and 64.9% were non-Hispanic black. In adjusted models, education discrimination remained significantly associated with glycemic control (β=0.47; 95% confidence interval, 0.03, 0.92). Race, gender and language discrimination were not significantly associated with poor glycemic control in either unadjusted or adjusted analyses. Discrimination based on education was found to be significantly associated with poor glycemic control. The findings suggest that education discrimination may be an important social determinant to consider when providing care to patients with type 2 diabetes and should be assessed separate from other types of discrimination, such as that based on race.

Prospective Teachers' Personal Characteristics to Multicultural Education

ERIC Educational Resources Information Center

Eskici, Menekse

2016-01-01

The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to…

Coming into Her Own: Educational Success in Girls and Women.

ERIC Educational Resources Information Center

Davis, Sara N., Ed.; Crawford, Mary, Ed.; Sebrechts, Jadwiga, Ed.

This book outlines approaches to teaching and learning that can address the diverse needs of students of different genders, races, ethnicities, classes, ages, and sexual orientations. The text focuses on strategies that optimize women's educational experiences, particularly education that is women-centered, and the attendant strategies that…

Wellness of Counselor Educators: An Initial Look

ERIC Educational Resources Information Center

Wester, Kelly L.; Trepal, Heather C.; Myers, Jane E.

2009-01-01

This study with 180 counselor educators showed that, overall, educators appeared to have high levels of wellness. However, differences related to academic rank, children in the home, gender, and marital status were found. Perceived stress and number of children were found to have a negative impact on wellness. Implications for wellness are…

A Visual Construct on the Role of the Teacher in Multicultural Education.

ERIC Educational Resources Information Center

Stuckman, Ralph E.

This paper describes an undergraduate teacher education course offered at Urbana University (Ohio). The course introduces preservice teachers to the nature of multiculturalism in terms of economic, social, intellectual, age, and gender differences, leading participants to explore this educational process from sociological and psychological…

Five Excellent Resources on Sexuality and Religious Education

ERIC Educational Resources Information Center

Kissel-Ito, Cindy L.

2007-01-01

A preliminary search of the Internet reveals the multiplicity of issues addressed under the topic of sexuality and education. Terms such as gender identity, sexual orientation, women's health, abuse, abstinence, education of children, teens, and parents, HIV/AIDS, morality and sexual ethics indicate the many different dimensions of contemporary…

Attention to gender in communication skills assessment instruments in medical education: a review.

PubMed

Dielissen, Patrick; Bottema, Ben; Verdonk, Petra; Lagro-Janssen, Toine

2011-03-01

Gender is increasingly regarded as an important factor in doctor-patient communication education. This review aims to assess if and how gender is addressed by current assessment instruments for communication skills in medical education. In 2009 at Radboud University Nijmegen Medical Centre, an online search was conducted in the bibliographic databases PubMed, PsycINFO and ERIC for references about communication skills assessment instruments designed to be completed by trained faculty staff and used in medical education. The search strategy used the following search terms: 'consultation skills'; 'doctor-patient communication'; 'physician-patient relations'; 'medical education'; 'instruments'; 'measurement', and 'assessment'. Papers published between January 1999 and June 2009 were included. The assessment instruments identified were analysed for gender-specific content. The search yielded 21 communication skills assessment instruments. Only two of the 17 checklists obtained explicitly considered gender as a communication-related issue. Only six of 21 manuals considered gender in any way and none gave specific details to explain which aspects of communication behaviour should be assessed with regard to gender. Very few communication assessment instruments in medical education focus on gender. Nevertheless, interest exists in using gender in communication skills assessment. The criteria for and purpose of assessing gender in communication skills in medical education are yet to be clarified. © Blackwell Publishing Ltd 2011.

Gender-inclusive science teaching: A feminist-constructivist approach

NASA Astrophysics Data System (ADS)

Roychoudhury, Anita; Tippins, Debora J.; Nichols, Sharon E.

The underrepresentation of women in science is an extensively studied yet persistent concern of our society. Researchers have identified numerous educational and social factors thought to be responsible for this underrepresentation (Kahle, 1990a; Kelly, 1987). One of the dominant explanations, used by many researchers for years to discuss gender differences in science and mathematics achievement as well as interest, has been the differences in the cognitive abilities of men and women. This explanation, however, has been discarded in recent years (Linn & Hyde, 1989; Linn 1990). On the basis of their meta-analyses of various studies. Linn and Hyde (1989) concluded that gender differences in cognitive skills have declined and those that remain are largely explained by experiential differences. Women may not have different cognitive abilities, but they may have a different way of learning rooted in their role in society. The epistemic differences between men and women stemming from their standpoint in life can help us understand their differential interaction with the nature of science, and hence their participation in the field. In the following section, we will briefly discuss the feminist critique of science and extend the implication to science education.Received: 28 July 1993; Revised: 19 August 1994;

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students' Perspectives

ERIC Educational Resources Information Center

Welton, Anjalé D.; Mansfield, Katherine Cumings; Lee, Pei-Ling

2014-01-01

There is limited research on quantitative differences between men and women's experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited…

Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?

ERIC Educational Resources Information Center

Nasri, Najmeh; Vahid Dastjerdy, Hossein; Eslami Rasekh, Abbass; Amirian, Zahra

2017-01-01

Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers' practices for promoting high school students' autonomy, (2) possible differences among teachers' practices with different educational degrees, levels of…

"It's Just the Way It Is..." or Not? How Physical Education Teachers Categorise and Normalise Differences

ERIC Educational Resources Information Center

van Amsterdam, Noortje; Knoppers, Annelies; Claringbould, Inge; Jongmans, Marian

2012-01-01

This article explores how Dutch physical education (PE) teachers discursively construct body differences between students related to gender, (dis)ability and health. Our results show how disciplinary technologies of categorisation and normalisation are embedded in two distinct discourses that our participants used: the discourse of naturalness for…

Children's Education and Parents' Trajectories of Depressive Symptoms.

PubMed

Lee, Chioun; Glei, Dana A; Goldman, Noreen; Weinstein, Maxine

2017-03-01

Using five waves of the Taiwanese Longitudinal Study of Aging (1996-2011), we investigate (1) the association between family members' education and the age trajectories of individuals' depressive symptoms and (2) gender differences in those relationships. Our examination is guided by several theoretical frameworks, including social capital, social control, age as leveler, and resource substitution. Nested models show that having a more educated father is associated with lower depressive symptoms, but the relationship disappears after controlling for respondent's education. Including spouse's education attenuates the coefficient for respondent's education. A similar pattern appears when children's education is added to the model. Among all the family members, children's education has the strongest association with depressive symptoms, with a similar magnitude for both genders, although its strength gradually weakens as respondents age. Our findings suggest the importance of the transfer of resources from children to parents and how it may affect mental health at older ages.

Everything under control? The effects of age, gender, and education on trajectories of perceived control in a nationally representative German sample.

PubMed

Specht, Jule; Egloff, Boris; Schmukle, Stefan C

2013-02-01

Perceived control is an important variable for various demands involved in successful aging. However, perceived control is not set in stone but rather changes throughout the life course. The aim of this study was to identify cross-sectional age differences and longitudinal mean-level changes as well as rank-order changes in perceived control with respect to gender and education. Furthermore, changes in income and health were analyzed to explain trajectories of perceived control. In a large and representative sample of Germans across all of adulthood, 9,484 individuals gave information about their perceived control twice over a period of 6 years. Using locally weighted smoothing (LOESS) curves and latent structural equation modeling, four main findings were revealed: (a) Perceived control increased until ages 30-40, then decreased until about age 60, and increased slightly afterwards. (b) The rank order of individuals in perceived control was relatively unstable, especially in young adulthood, and reached a plateau at about age 40. (c) Men perceived that they had more control than did women, but there were no gender differences in the development of perceived control. (d) Individuals with more education perceived that they had more control than those with less education, and there were slight differences in the development of perceived control dependent on education. Taken together, these findings offer important insights into the development of perceived control across the life span. (c) 2013 APA, all rights reserved.

An assessment on the trustworthiness of engineers in higher tertiary institutions

NASA Astrophysics Data System (ADS)

Ooi Kuan, Tan; Lloyd, Ling; Mou Chuan, Cheng

2017-10-01

In Malaysian higher education history, the evolution from public funded to private funded and now to private non profit oriented model has been taking place since 80s. The evolution also demarcated higher learning institution into academic or research based university. As such, postgraduate studies became increasingly competitive in students intake. The evolution also created doubt to the public in term of the quality of postgraduate education offered by different classifications. This study investigates the gender specific perception and trustworthiness of engineering postgraduate students in private non profit oriented higher tertiary institution. An equally divided gender groups of 118 respondents were chosen for the study. Non-parametric statistics were used and the result showed that there was no difference and no correlation of genders in perception on teaching role and trustworthiness among the future engineers in private non profit oriented higher tertiary institution.

Factors Influencing Perception of Facial Attractiveness: Gender and Dental Education.

PubMed

Jung, Ga-Hee; Jung, Seunggon; Park, Hong-Ju; Oh, Hee-Kyun; Kook, Min-Suk

2018-03-01

This study was conducted to investigate the gender- and dental education-specific differences in perception of facial attractiveness for varying ratio of lower face contour. Two hundred eleven students (110 male respondents and 110 female respondents; aged between 20-38 years old) were requested to rate facial figures with alterations to the bigonial width and the vertical length of the lower face. We produced a standard figure which is based on the "golden ratio" and 4 additional series of figures with either horizontal or vertical alterations to the contour of lower face. The preference for each figure was evaluated using a Visual Analog Scale. The Kruskal Wallis test was used for differences in the preferences for each figure and the Mann-Whitney U test was used to evaluate gender-specific differences and differences by dental education. In general, the highest preference score was indicated for the standard figure, whereas facial figure with large bigonial width and chin length had the lowest score.Male respondents showed significantly higher preference score for facial contour that had a 0.1 proportional increase in the facial height-bigonial width ratio over that of the standard figure.For horizontal alterations to the facial profiles, there were no significant differences in the preferences by the level of dental education. For vertically altered images, the average Visual Analog Scale was significantly lower among the dentally-educated for facial image that had a proportional 0.22 and 0.42 increase in the ratio between the vertical length of the chin and the lip. Generally, the standard image based on the golden ratio was the most. Slender face was appealed more to males than to females, and facial image with an increased lower facial height were perceived to be much less attractive to the dentally-educated respondents, which suggests that the dental education might have some influence in sensitivity to vertical changes in lower face.

Stressed Out! A National Study of Women and Men Journalism and Mass Communication Faculty, Their Uses of Technology, and Levels of Professional and Personal Stress.

ERIC Educational Resources Information Center

Ogan, Christine; Chung, Deborah

2003-01-01

Examines gender differences as they manifest themselves when journalism educators use computers and computer-based technologies in their teaching and research. Notes that gender differences have been found in overall stress levels and for a variety of types of stress. Concludes that the strongest relationship in the study was not between…

Nursing home administrator compensation: pay equity and determinants of salary.

PubMed

Singh, Douglas A

2002-01-01

This study evaluates the issue of gender-based pay inequality. Male NHAs earn 7 percent more than female NHAs, but factors such as education, experience, tenure, facility size, ownership, location, competition, and emphasis on private pay census account for the difference. The findings, however, indicate that racial inequalities and gender differences among married NHAs may be present, requiring further investigation. Key implications of the results are discussed.

Gender issues in medical and public health education.

PubMed

Wong, Y L

2000-01-01

There is no doubt that gender bias has been inherent in medical and public health education, research, and clinical practice. This paper discusses the central question for medical and public health educators viz. whether women's health concerns and needs could be best addressed by the conventional biomedical approach to medical and public health education, research, and practice. Gender inequalities in health and gender bias in medical and public health education are revealed. It is found that in most public health and prevention issues related to women's health, the core issue is male-female power relations, and not merely the lack of public health services, medical technology, or information. There is, thus, an urgent need to gender-sensitize public health and medical education. The paper proposes a gender analysis of health to distinguish between biological causes and social explanations for the health differentials between men and women. It also assessed some of the gender approaches to public health and medical education currently adopted in the Asia-Pacific region. It poses the pressing question of how medical and public health educators integrate the gender perspective into medical and public health education. The paper exhorts all medical and public health practitioners to explore new directions and identify innovative strategies to formulate a gender-sensitive curriculum towards the best practices in medicine and public health that will meet the health needs of women and men in the 21st century.

Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents.

PubMed

Sedgewick, Felicity; Hill, Vivian; Yates, Rhiannon; Pickering, Leanne; Pellicano, Elizabeth

2016-04-01

This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives.

The effectiveness of a stroke educational activity performed by a schoolteacher for junior high school students.

PubMed

Miyashita, Fumio; Yokota, Chiaki; Nishimura, Kunihiro; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Tani, Shoko; Narazaki, Hiroshi; Toyoda, Kazunori; Nakazawa, Kazuo; Minematsu, Kazuo

2014-07-01

The purpose of this study was to determine whether our stroke education system can help junior high school students acquire stroke knowledge when performed by a schoolteacher. A stroke neurologist gave a stroke lesson to 25 students (S group) and a schoolteacher through our stroke education system. After instruction, the schoolteacher performed the same lesson using the same education system to another 75 students (T group). Questionnaires on stroke knowledge were examined at baseline, immediately after the lesson (IL), and at 3 months after the lesson (3M). We analyzed the results of stroke knowledge assessment by linear mixed effects models adjusted for gender and class difference using the student number. We assessed 24 students in the S group and 72 students in the T group. There were no significant differences in the changes of predicted scores of symptoms and risk factors adjusted for gender, class difference, and each student knowledge level until 3M between the 2 groups. Correct answer rates for the meaning of the FAST (facial droop, arm weakness, speech disturbance, time to call 119) at IL were 92% in the S group and 72% in the T group, respectively. At 3M, they were 83% in the S group and 84% in the T group. The correct answer rates of FAST at 3M were not significantly different adjusted for group, gender, class difference, and correct answer rate at IL. A schoolteacher can conduct the FAST message lesson to junior high school students with a similar outcome as a stroke neurologist using our stroke education system. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

A quantitative study of the summer slide in science of elementary school students

NASA Astrophysics Data System (ADS)

Donovan, Giovanna Guadagno

Concerned parents and educators agree children learn best when the rhythm of instruction is continuous with practice and application of skills. Long summer breaks may interrupt the flow of formal school learning leading some students to forget previous instruction. A review of the previous school work is generally required in the fall upon return from the summer vacation. Investigating summer vacation and equity issues, Jamar (1994) noted that more affluent students may "return to school in the fall with a considerable educational advantage over their less advantaged peers as a result of either additional school-related learning, or lower levels of forgetting, over the summer months (p. 1)". The population of 402 fifth grade students from a suburban New England school district participated in this study. The district administered the science subtest of the TerraNova 2 (TN2) assessment in late May 2007 (pre-test data) and in September 2007 (post-test data). These archived data, including gender and student socioeconomic status (SES) levels (as referenced by free or reduced lunch status), were analyzed for an ex-post facto causal comparison study to identify the phenomenon of summer slide in science of fifth graders enrolled in six elementary schools. The ANOVA statistical model was used calculating the repeated measures factor of time (pre/post summer vacation) on the science content area. Subsequent two-way ANOVAS, with one repeated-measures factor (time of testing) explored the existence of similar/different patterns by gender and by SES levels. Two questions guided this study. First, does the summer slide phenomenon exist in science education? Second, if the summer slide in science phenomenon exists in science education, then does SES impact it? Does the summer slide in science phenomenon differ between genders? Findings suggest that the summer slide phenomenon exists in science; SES and gender does not affect the overall science test scores. However, SES impacts the summer slide phenomenon in science but gender does not impact summer slide in science. Furthermore, the school does not statistically impact the summer slide phenomenon in science and the impact of school does not differ across SES and genders.

Blacked Out: Racial and Gender Segregation in Gifted Education 60 Years after "Brown vs. Board of Education"

ERIC Educational Resources Information Center

Ford, Donna Y.; King, Robert A., Jr.

2014-01-01

This article examines the under-representation of African American students in gifted education, with attention to how representation differs for Black males and females. We contend that social injustices (e.g., prejudice and discrimination) contribute to racially segregated gifted education classes (Ford, 2013b). For support, gifted…

Gender and Higher Education

ERIC Educational Resources Information Center

Bank, Barbara J., Ed.

2011-01-01

This comprehensive, encyclopedic review explores gender and its impact on American higher education across historical and cultural contexts. Challenging recent claims that gender inequities in U.S. higher education no longer exist, the contributors--leading experts in the field--reveal the many ways in which gender is embedded in the educational…

Gender, Policy and Educational Change: Shifting Agendas in the UK and Europe.

ERIC Educational Resources Information Center

Salisbury, Jane, Ed.; Riddell, Sheila, Ed.

This book contains 16 papers in four parts. After an introduction, "Educational Reforms and Equal Educational Opportunities Programmes" (Sheila Riddell and Jane Salisbury), Part 1, "Gender and Educational Reforms: The U.K. and European Context," includes: (1) "Gender Equality and Schooling, Education Policy-Making and…

Gender and Education. An Encyclopedia. Volume II

ERIC Educational Resources Information Center

Bank, Barbara J., Ed.

2007-01-01

This book represents the second of two volumes in a two-volume set where educators explore the intersection of gender and education. Their entries deal with educational theories, research, curricula, practices, personnel, and policies, but also with variations in the gendering of education across historical and cultural contexts. The various…

"doing and Undoing Gender": Female Higher Education in the Islamic Republic of Iran

NASA Astrophysics Data System (ADS)

Mehran, Golnar

2009-11-01

Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination of discrimination and exclusion, on the one hand, and increasing equality and empowerment, on the other. This study focuses on the triangle of education, equality and empowerment, using Sara Longwe's women's empowerment framework to analyse the interplay between the three. State policies to Islamise the universities during the 1980-1983 Cultural Revolution determined the "gender appropriateness" of each specialisation and led to the exclusion of women from "masculine" fields of study during the early years of the revolution. Despite such discriminatory measures, women today represent the majority of students in all fields, except engineering. Women, however, remain underrepresented at graduate levels of education and as faculty members. An important challenge is to understand why men are not entering different specialisations and whether there is a possibility of "re-doing gender" - this time in addressing male inequality and disempowerment at undergraduate levels.

Gender-specific differences in stroke knowledge, stroke risk perception and the effects of an educational multimedia campaign.

PubMed

Marx, Juergen J; Klawitter, Bianca; Faldum, Andreas; Eicke, Bernhard M; Haertle, Birgit; Dieterich, Marianne; Nedelmann, Max

2010-03-01

This study aimed at identifying gender-specific differences in stroke knowledge, stroke risk perception and the educational effects of a multimodal educational intervention. We performed computer-assisted telephone surveys among an average sample of 500 members of the general public (44.0% male, 56.0% female), before and immediately after an intense 3-month educational stroke campaign in a western German area of 400,000 inhabitants. The intervention was comprised of poster advertisements and various print media. Slogans and stroke interest stories appeared regularly in local newspapers, on television and radio and public events focussed on the subject. Even before the intervention, more women than men were able to name at least one stroke warning sign (71.3 vs. 57.8%, p < 0.01), to name the correct emergency call number (33.3 vs. 24.3%, p < 0.05) or to cite the correct action in acute stroke ("call emergency care", 87.2 vs. 70.1%, p < 0.001). In some aspects women showed a generally better improvement of knowledge after the campaign (e.g. correct emergency call number: +5.7 vs. +1.2%, p < 0.05). Fewer women than men considered themselves as being at risk of stroke (30.9 vs. 36.9%. p < 0.01) with a significant increase following the intervention in both sexes (38.9/46.0%, p < 0.01). The perception of different educational media varied between the sexes. For example, female sex was independently associated with a better recall of poster advertisements and flyers in pharmacies and at the doctor's office (OR 1.44). Our data indicate that educational programs do have gender-specific effects. Women show a better stroke knowledge and in some aspects a better chance to gain information from classical broad educational interventions. Future campaigns should be tailored economically, and should focus different media and educational messages on the two sexes accordingly.

What Explains the Gender Gap in Financial Literacy? The Role of Household Decision Making.

PubMed

Fonseca, Raquel; Mullen, Kathleen J; Zamarro, Gema; Zissimopoulos, Julie

2012-01-01

Using newly collected data from the RAND American Life Panel, we examine potential explanations for the gender gap in financial literacy, including the role of marriage and who within a couple makes the financial decisions. Blinder-Oaxaca decomposition reveals the majority of the gender gap in financial literacy is not explained by differences in the characteristics of men and women-but rather differences in coefficients, or how literacy is produced. We find that financial decision making of couples is not centralized in one spouse although it is sensitive to the relative education level of spouses.

What Explains the Gender Gap in Financial Literacy? The Role of Household Decision Making

PubMed Central

FONSECA, RAQUEL; MULLEN, KATHLEEN J.; ZAMARRO, GEMA; ZISSIMOPOULOS, JULIE

2012-01-01

Using newly collected data from the RAND American Life Panel, we examine potential explanations for the gender gap in financial literacy, including the role of marriage and who within a couple makes the financial decisions. Blinder–Oaxaca decomposition reveals the majority of the gender gap in financial literacy is not explained by differences in the characteristics of men and women—but rather differences in coefficients, or how literacy is produced. We find that financial decision making of couples is not centralized in one spouse although it is sensitive to the relative education level of spouses. PMID:23049140

All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields

PubMed Central

Su, Rong; Rounds, James

2015-01-01

The degree of women's underrepresentation varies by STEM fields. Women are now overrepresented in social sciences, yet only constitute a fraction of the engineering workforce. In the current study, we investigated the gender differences in interests as an explanation for the differential distribution of women across sub-disciplines of STEM as well as the overall underrepresentation of women in STEM fields. Specifically, we meta-analytically reviewed norm data on basic interests from 52 samples in 33 interest inventories published between 1964 and 2007, with a total of 209,810 male and 223,268 female respondents. We found gender differences in interests to vary largely by STEM field, with the largest gender differences in interests favoring men observed in engineering disciplines (d = 0.83–1.21), and in contrast, gender differences in interests favoring women in social sciences and medical services (d = −0.33 and −0.40, respectively). Importantly, the gender composition (percentages of women) in STEM fields reflects these gender differences in interests. The patterns of gender differences in interests and the actual gender composition in STEM fields were explained by the people-orientation and things-orientation of work environments, and were not associated with the level of quantitative ability required. These findings suggest potential interventions targeting interests in STEM education to facilitate individuals' ability and career development and strategies to reform work environments to better attract and retain women in STEM occupations. PMID:25762964