Perceptions of gender roles: A case study

Kambouri-Danos, Maria; Evans, Ashley

doi:10.12968/eyed.2019.20.11.38

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…Traditionally, society teaches women that they should never show anger, be satisfied with their situation, and not ask too many questions; furthermore, their most important duties are housework, care of children, and helping men. As a result of these teachings, the image of a woman who is passive, indecisive, avoidant of conflict, not self‐confident, required to hide her emotions, and obligated to obey decisions made by others develops, and as a result, the mental health of women is adversely affected 3,4 . As can be seen, gender roles and what society expects from women put pressure on women and may harm their mental health 5…”

Section: Introductionmentioning

confidence: 99%

“…As a result of these teachings, the image of a woman who is passive, indecisive, avoidant of conflict, not selfconfident, required to hide her emotions, and obligated to obey decisions made by others develops, and as a result, the mental health of women is adversely affected. 3,4 As can be seen, gender roles and what society expects from women put pressure on women and may harm their mental health. 5 When it comes to gender roles, being a "victim" is especially ascribed to women.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between gender role stress and self esteem in students of faculty of health sciences

Kargin

Hazar

Yüksekol

2020

Perspect Psychiatr Care

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The aim of this study is to determine the relationship between gender role stress and self-esteem. Design and Methods: This descriptive study was conducted with 898 faculty of health sciences nursing students who consent to participate. Results: There was a negative correlation in male students between the total scores for gender role stress and the total scores for self-esteem. In women, while there was a negative correlation between age and total scores for gender role stress, there was a positive correlation between age and the total scores for self-esteem. Practice Implications: It is suggested that trainings concerning gender roles should be planned for undergraduate classes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between gender role stress and self esteem in students of faculty of health sciences

Kargin

Hazar

Yüksekol

2020

Perspect Psychiatr Care

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“…Gender Roles are behaviors learned in a society that are conditioned that activities, duties or responsibilities are acceptable to both men and women (Kambouri-Danos & Evans, 2019). Gender roles can change, and are influenced by age, class, race, ethnicity, religion and geographical, economic and political environments.…”

Section: The Importance Of Gender Rolesmentioning

confidence: 99%

Gender Issues in Environmental Health

S.M. Exposto

2023

AJHS

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Gender equality is a manifestation of the equal condition of men and women in obtaining their rights as human beings in order to be able to play a role and participate in political, economic, socio-cultural activities and equality in enjoying the results of development. The environment is very important for human life because a clean environment makes it comfortable to live in, free from various kinds of diseases and air pollution so that the air becomes clean and fresh. The environment becomes unhealthy and can interfere with daily activities and cause diseases that disrupt people's lives. Therefore, there is a need for an active role of men and women (gender) without discrimination in maintaining and preserving a clean and healthy living environment. The purpose of this writing is to find out gender issues in environmental health. The method used is systematic literaure review. Of the 50 selected International articles obtained from Goolge Scholar, PubMed, Emerald Insight, DOAJ, 32 articles discussing Gender and the environment, 5 that meet the Eligibility criteria, were analyzed and came to conclusions. To solve gender problems more effectively, gender socialization or training activities and other forms of activities among officials and communities need to involve both parties, women and men together. By improving gender equality and justice, it is hoped that it will improve and keep the environment clean and healthy. So to encourage the implementation of gender-responsive environmental development not only through policies, programs, and activities but real steps are needed through a massive change movement and a change in mindset and paradigm from all segments of society and if efforts to save the environment and achieve a healthy community life must also be supported by integrating gender equality values

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“…Mdlolo (2017) claims that there is little research conducted on teachers and students' perspectives on gender stereotype, reproduction and power relations embedded inside science classrooms practices and in the school environment. More so, limited research is available on pre-service teachers and science educators with regard to the reproduction of gender stereotypes and the resistance linked to power relations, as these issues impact on performance, motivation, and enrolment of students (Gul, Khan, Mughal, Rehman, & Saif, 2012;Kambouri-Danos & Evans, 2019). There is limited current research on how science educators' professional and personal identities intersect and impact on teaching and learning linked to gender stereotypes and the cultural reproduction of power (Blair et al, 2017).…”

Section: Rationale For the Studymentioning

confidence: 99%

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Allu

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The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.

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Perceptions of gender roles: A case study

Abstract: Extreme, or repeated patterns of gender behaviour can lead to gender stereotypes. This study explores how these stereotypes are observed and understood within the early years, as they can influence educational outcomes and affect children's emotional wellbeing.

Cited by 4 publications

References 19 publications

The relationship between gender role stress and self esteem in students of faculty of health sciences

The relationship between gender role stress and self esteem in students of faculty of health sciences

Gender Issues in Environmental Health

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

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