Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 32094. Next 10 >>
1. "Should You Turn This into a Complete Gender Matter?" Gender Mainstreaming in Medical Education (EJ866271)
Author(s):
Verdonk, Petra; Benschop, Yvonne; de Haes, Hanneke; Mans, Linda; Lagro-Janssen, Toine
Source:
Gender and Education, v21 n6 p703-719 Nov 2009
Pub Date:
2009-11-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Medical Education; Mainstreaming; Females; Power Structure; Interviews; Instructional Materials; Sex Fairness; Political Issues; Gender Issues; Males; Foreign Countries; Biomedicine; Resistance to Change; Social Attitudes; Accountability; Social Responsibility; Feminism
Abstract: 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 change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education's social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. The Acquisition of Gender Labels in Infancy: Implications for Gender-Typed Play (EJ838545)
Zosuls, Kristina M.; Ruble, Diane N.; Tamis-LeMonda, Catherine S.; Shrout, Patrick E.; Bornstein, Marc H.; Greulich, Faith K.
Developmental Psychology, v45 n3 p688-701 May 2009
2009-05-00
Descriptors: Infants; Play; Gender Differences; Child Development; Longitudinal Studies; Labeling (of Persons); Sex Stereotypes; Language Acquisition; Socialization; Observation; Mothers
Abstract: Two aspects of children's early gender development--the spontaneous production of gender labels and gender-typed play--were examined longitudinally in a sample of 82 children. Survival analysis, a statistical technique well suited to questions involving developmental transitions, was used to investigate the timing of the onset of children's gender labeling as based on mothers' biweekly telephone interviews regarding their children's language from 9 through 21 months. Videotapes of children's play both alone and with mother during home visits at 17 and 21 months were independently analyzed for play with gender-stereotyped and gender-neutral toys. Finally, the relation between gender labeling and gender-typed play was examined. Children transitioned to using gender labels at approximately 19 months, on average. Although girls and boys showed similar patterns in the development of gender labeling, girls began labeling significantly earlier than boys. Modest sex differences in play were present at 17 months and increased at 21 months. Gender labeling predicted increases in gender-typed play, suggesting that knowledge of gender categories might influence gender typing before the age of 2. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. From Gender Bias to Gender Awareness in Medical Education (EJ828777)
Verdonk, Petra; Benschop, Yvonne W. M.; de Haes, Hanneke C. J. M.; Lagro-Janssen, Toine L. M.
Advances in Health Sciences Education, v14 n1 p135-152 Mar 2009
2009-03-00
Journal Articles; Reports - Descriptive
Descriptors: Medical Education; Medical Schools; Gender Bias; Gender Issues; Access to Health Care; Sex Role; Sex Fairness
Abstract: 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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. An Exploratory Study of Students' Constructions of Gender in Science, Engineering and Technology (EJ866264)
Lynch, Ingrid; Nowosenetz, Tessa
Gender and Education, v21 n5 p567-581 Sep 2009
2009-09-00
Descriptors: Focus Groups; Discourse Analysis; Engineering; Sex Fairness; Gender Issues; Gender Differences; Science Education; Technology Education; College Students; Urban Areas; Foreign Countries; Sex Role; Intervention; Student Attitudes
Abstract: Despite an appreciation of the need to increase gender sensitivity and awareness among tertiary students in the field of science, engineering and technology (SET), there is a paucity of research that explores how students in this field construct gender. A greater understanding of such constructions can assist in transforming gender relations and creating a more gender-sensitive learning environment for SET students. This paper explores SET students' constructions of gender and the discourses they draw on when constructing female participation in SET. Focus group discussions were conducted with male and female students from an urban South African university. A discourse analysis identified various restrictive discourses that resist female participation in SET and value traditional gender roles for men and women, as well as more marginal voices that support gender equity. The paper concludes with recommendations for interventions aimed at challenging restrictive constructions of gender in higher education. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Policy: Powerful or Pointless? An Exploration of the Role of Critical Literacy in Challenging and Changing Gender Stereotypes (EJ856961)
Ralfe, Elizabeth
Language Learning Journal, v37 n3 p305-321 Nov 2009
Journal Articles; Reports - Evaluative
Descriptors: Intervention; Sex Stereotypes; Ideology; Instructional Materials; Sex Fairness; Politics of Education; Gender Issues; Literacy; Role; Adolescents; Critical Reading; Social Justice; Consciousness Raising; Attitude Change
Abstract: The broad context for this article is the 1998 publication of the National Department of Education's (DoE) Gender Equity Task Team Report. Following its publication, the DoE established a Directorate for Gender Equity and each province set up a department to deal with gender issues headed by a gender focal person. Despite these efforts, it is clear that attitudes on the ground have not changed appreciably. Girls at school are often the targets of violence and aggressive behaviour by male learners and teachers. However, if it is possible to moderate or alter behaviour through a critical literacy intervention, then there is hope that learners can co-construct a new, just society in keeping with the spirit of the constitution. This paper reports on a classroom-based critical literacy intervention, the aim of which has been to explore attitudes and perceptions surrounding gender, and to question whether adolescents can be sensitised to gender power through critical literacy. According to its proponents, critical literacy is a way of looking at oral, visual and written texts and questioning the attitudes, values, and ideologies that lie beneath the surface. In doing this, social inequalities and injustices are revealed and the listener/reader/viewer may be empowered to challenge or even change the "status quo", while at the same time improving their language facility. The findings of this research suggest, however, that despite a critical literacy intervention over the period of a year, and the provision of classroom material on the subject of gender and gender equity, stereotypical attitudes about gender roles did not change appreciably. There was, nevertheless, a raised awareness of gender equity issues, particularly among the female learners. (Contains 7 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Impact of Gender-Fair versus Gender-Stereotyped Basal Readers on 1st-Grade Children's Gender Stereotypes: A Natural Experiment (EJ852163)
Karniol, Rachel; Gal-Disegni, Michal
Journal of Research in Childhood Education, v23 n4 p411 Sum 2009
2009-00-00
Descriptors: Sex Stereotypes; Basal Reading; Females; Males; Grade 1; Gender Issues; Gender Bias; Reading Materials; Foreign Countries; Reading Material Selection; Comparative Analysis; Mothers; Employed Parents; Employment Level; Elementary School Students; Urban Schools
Abstract: Israeli 1st-grade children in two different schools in the same neighborhood who were using either a gender-stereotyped or a gender-fair basal reader were asked to judge for a series of female-stereotyped, male-stereotyped, and gender-neutral activities whether they were characteristic of females, of males, or of both. Children using the gender-fair basal reader indicated that more activities were appropriate for both males and females than did children using the gender-stereotyped reader. As well, those using the gender-fair basal reader judged stereotypically female activities as more appropriate for both males and females than did children using the gender-stereotyped reader. Type of basal reader did not impact judgments of the gender-appropriateness of either male-stereotyped or gender-neutral activities. There were no main effects or interactions with children's own sex or of mothers' work status. The importance of gender-fair portrayals in basal readers was discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Does Gender Matter? An Exploratory Study of Perspectives across Genders, Age and Education (EJ862662)
Carinci, Sherrie; Wong, Pia Lindquist
International Review of Education, v55 n5-6 p523-540 Nov 2009
Descriptors: Educational Attainment; Gender Differences; Age Differences; Statistical Surveys; Influences; Social Attitudes; Cognitive Structures; Gender Issues; Sex Fairness
Abstract: 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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Constructing a New Vision: Undoing Gender through Secondary Education in Honduras (EJ862661)
Murphy-Graham, Erin
International Review of Education, v55 n5-6 p503-521 Nov 2009
Descriptors: Secondary Education; Females; Educational Innovation; Foreign Countries; Gender Issues; Gender Discrimination; Sex Fairness; Consciousness Raising; Controversial Issues (Course Content); Social Attitudes; Critical Theory; Social Values
Abstract: This article presents results from a qualitative study on how the Honduran secondary education programme, "Sistema de Aprendizaje Tutorial" (SAT), attempts to "undo gender" (Deutsch 2007: 122) by encouraging students to rethink gender relations in their everyday lives in a way that reflects their increased consciousness of gender equality. My findings suggest that SAT increased women's gender consciousness and this heightened their desire for change in the domestic sphere. In some instances, women were able to negotiate a new sharing of responsibilities with their spouses. There are several features of SAT that make it a transformative innovation in education: (1) gender is mainstreamed into the curriculum; (2) gender is linked with the larger concept of justice; (3) students engage in reflection, dialogue and debate; (4) teachers are given the opportunity to reflect critically on their understanding of gender in professional development sessions; and (5) it emphasises that undoing gender requires change among individuals and in social structures such as the family. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Evidence that Gender Differences in Social Dominance Orientation Result from Gendered Self-Stereotyping and Group-Interested Responses to Patriarchy (EJ861480)
Schmitt, Michael T.; Wirth, James H.
Psychology of Women Quarterly, v33 n4 p429-436 Dec 2009
2009-12-00
Descriptors: Gender Differences; Sex Stereotypes; Self Concept; Gender Bias; Social Structure
Abstract: Numerous studies have found that, compared to women, men express higher levels of social dominance orientation (SDO), an individual difference variable reflecting support for unequal, hierarchical relationships between groups. Recent research suggests that the often-observed gender difference in SDO results from processes related to gender group identity. We hypothesized that two aspects of gender group identity could account for men's higher SDO relative to women's: responses to patriarchy that reflect the interests of the gender in group (as measured by hostile and benevolent sexism) and self-stereotyping in gendered terms. We found the gender difference in SDO was fully mediated by gender differences in feminine self-stereotyping, hostile sexism, and benevolent sexism. The discussion addresses implications for social dominance theory's treatment of gender and the complexity of social-contextual forces that produce gender differences in SDO. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Gender Stereotyping and the Influence of Race in Sport among Adolescents (EJ870264)
Hannon, James; Soohoo, Sonya; Reel, Justine; Ratliffe, Thomas
Research Quarterly for Exercise and Sport, v80 n3 p676-684 Sep 2009
Descriptors: Exercise; Females; Gender Differences; Males; Sex Stereotypes; Racial Differences; Athletics; Adolescents; Gender Bias; Social Attitudes; High School Students; Masculinity; Feminism; Social Influences
Abstract: One of the most dreaded insults in sports is, "You throw like a girl," because it epitomizes society's gender logic about physiological differences between men and women. Although physiological differences between the sexes exist, people label these abilities and behaviors as masculine or feminine as a result of social and cultural expectations. Thus, gender equates to the socially learned expectations and behaviors associated with being male or female. The sports environment provides a unique microcosm for the examination of both gender and race socialization. Therefore, the purpose of this study was to examine both the influence of gender and race among high school youth in classifying sport activities as masculine, feminine, or gender neutral. The authors examined the social meaning of gender and race among high school students who were exposed to and restricted from participating in sports activities. Data were analyzed using both quantitative and qualitative approaches. Significant differences were found between White boys and girls regarding the sports of aerobics, gymnastics, hockey, and wrestling. More White boys than girls believed that aerobics and gymnastics are appropriate for girls, and wrestling and hockey are appropriate for boys, supporting previous research and the contention that boys categorize certain sports as masculine or feminine based on gender appropriateness. Male Blacks significantly perceived boxing and football as more appropriate sports for boys and gymnastics as more appropriate for girls, Black girls perceived football, boxing, and gymnastics as sports for both boys and girls; however, their counterparts supported traditional gender stereotyping. The findings from this study have implications for the development of intervention programs targeted toward adolescent girls. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help