Gender and Perception of Profession

Abstract

There are negative impacts of gender stereotypes particularly on the education of girls and women. The purpose of this study is to examine pre-service teachers' profession perceptions within the context of gender using word association test technique and to identify the definition of the concept of "profession" depending on sex. This study is designed as a qualitative research and involves 250 pre-service teachers. In analysing the data, descriptive analysis method is used. Findings are presented in frequency tables and concept networks. The results show that the first profession pre-service teachers mention in their sentences about the concepts of "women and profession" is "teacher", whereas it is "worker" for the concept of "men and profession". In the light of the findings, suggestions are made to overcome gender stereotypes and to help individuals to become aware of the acts and talks that reproduce gender inequality.

Hemşirelik Öğrencilerinin Toplumsal Cinsiyet Rollerine İlişkin Tutumları ile Flört Şiddeti Arasındaki İlişki

“…Also, it was determined that females were more egalitarian in gender roles than males and they support dating violence less than males. In the literature, there are studies that shows male students have more traditional attitudes and perspectives towards gender roles than female students (Uçar et al, 2017;Yılmaz et al, 2009;Sis Çelik et al, 2013;Dinç and Çalışkan, 2016;Reyes et al, 2016;Ünal et al, 2017;Uzun et al, 2017;You & Shin, 2020) and studies that shows level of acceptance of violence by female students are lower than males (Erdem & Şahin, 2017;Uçar et al, 2017;Karabacak & Kodan, Çetinkaya, 2015;Anderson et al, 2011). It can be explained because of the culture and family structure.…”

“Li Ka Fe’l Tou” : The Influence of an Educational Television Program on Haitian Children’s Gender Beliefs

“…Accordingly, internalization of gender stereotypes can negatively affect academic self-concept, reduce motivation and effort in certain subjects, and dissuade one from pursuing advanced education or STEM occupations (Correl, 2001;Cvencek et al,. 2011;Heckhausen, 1989;Mӧller & Kӧller, 2001;Rudman & Phelan, 2010;Ünal et al, 2018;Wille et al, 2018). Sandra Bem's (1981Bem's ( , 1983 well-established gender schema theory posits that children learn sex-typing and gender roles primarily through cultural-environmental cues and constructions, forming beliefs about what is culturally acceptable or expected (Skočajić et al, 2020;Starr & Zurbriggen, 2017).…”