Toplumsal Cinsiyet Eşitsizliğinin Hemşirelik Mesleğine Yansımaları

Zeren, Fatma; Köşgeroğlu, Nedime

doi:10.37989/gumussagbil.734808

Cited by 12 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding the variable of father's education level, no significant difference was observed in the gender role attitudes of students in the 1st and 4th grades of the Preschool and Primary School Teaching Program. Some research studies conducted with university students have found findings that support the findings of this research (Aylaz et al, 2014;Dinç and Çalışkan, 2016;Güzel, 2016). On the other hand, some studies do not align with this finding.…”

Section: Discussioncontrasting

confidence: 58%

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Filiz Ünser,

Ören

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

show abstract

Section: Discussioncontrasting

confidence: 58%

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Filiz Ünser,

Ören

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Aynı zamanda öğrencilerin büyük şehirde, ulaşımın kolay olduğu ya da üniversitenin bulunduğu şehrin yaşanabilir olmasından dolayı, bölüm tercih etmesinden kaynaklı zorunluluk olarak çocuk gelişimi bölümünü seçmiş olduğu düşünülebilir. (Bayram vd., 2021;Bulut ve Şahin Başfırıncı, 2021;Gönç, 2016;Ulaş vd., 2016;Zeren ve Köşgeroğlu, 2020).…”

Section: Sonuç Ve Tartışmaunclassified

Türkiye’de Çocuk Gelişimi Bölümü Erkek Lisans Öğrencisi Olmak: “Erkek Adam Çocuk Gelişimi mi Okur?”

Alabay

ALAN>²,

AÇIKALIN>³

et al. 2023

Abant Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

Bu araştırmanın amacı, Türkiye’nin farklı üniversitelerinin Çocuk Gelişimi bölümlerinde öğrenim görmekte olan, erkek lisans öğrencilerinin mesleği seçme sürecinden başlayıp üniversitede öğrenim görme sürecine kadar yaşadıkları deneyimleri ortaya çıkarmaktır. Araştırma nitel araştırma modeli ile tasarlanmıştır. Çalışmaya Türkiye’nin farklı şehirlerinde Çocuk Gelişimi bölümünde öğrenim gören 18 erkek lisans öğrencisi katılmıştır. Veriler “Demografik Bilgi Formu” ve “Erkek Çocuk Gelişimi Lisans Öğrencilerinin Bölümle ilgili Deneyimleri Görüşme Formu” ile toplanmıştır. Çalışma sonucunda, erkek çocuk gelişimi öğrencilerinin çoğunlukla zorunluluktan dolayı bu bölümü seçtiği görülmüştür. Ayrıca lisans bölümünde okumaktan memnun olmalarına rağmen, bölümün kadın ağırlıklı bir bölüm olmasından dolayı sınıfta kendilerini yalnız hissettikleri sonucuna ulaşılmıştır. Son olarak katılımcıların çoğu, bir erkek olarak çocuk gelişimi bölümünde okuduğu için toplum tarafından olumsuz yorumlar aldığını ve çoğunlukla çocuk gelişimi bölümünün erkeğe uygun bir meslek olmadığına dair görüşlerle karşılaştığını belirtmişlerdir.

show abstract

“…In this context, gender roles dictate social obligations and expectations. People are born predominantly male or female, but their development within the context of gender norms is influenced by socialization [11,12].…”

Section: Main Points;mentioning

confidence: 99%

The Perceptions of Young Adults Towards Social Gender Roles

Kaplan,

Avcı,

Ortabağ

et al. 2023

Eur J Ther

View full text Add to dashboard Cite

Objective: This study aims to provide an in-depth knowledge of the perspectives of young adults on gender roles. There is a lack of literature in the appropriate age classes. Methods: The study is descriptive in nature and includes 473 students. This research was conducted using a questionnaire and the Social Gender Perception Scale (SGPS) to collect data. Results: It was determined that 52.4% of the study participants were female and 47.6% were male. 63% of the participants were affiliated with the Faculty of Health Sciences, while the remainder were students from other faculties. The average SGPS score of the participants was 95.62±18.17, but this score varied based on socio-demographic variables. Specifically, being female, possessing an undergraduate degree or higher, studying in a health sciences faculty, and having a mother who completed primary school or higher were all linked to higher SGPS mean scores. Furthermore, statistical analysis revealed a significant difference between these groups (p<0.05). Conclusion: It is imperative that parents are provided with educational programs aimed at fostering knowledge of social gender roles and cultivating egalitarian attitudes and viewpoints. It is important to strategically design and execute research endeavours aimed at ascertaining the perspectives and attitudes of parents of young individuals with respect to societal gender roles.

show abstract

Toplumsal Cinsiyet Eşitsizliğinin Hemşirelik Mesleğine Yansımaları

Cited by 12 publications

References 16 publications

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Türkiye’de Çocuk Gelişimi Bölümü Erkek Lisans Öğrencisi Olmak: “Erkek Adam Çocuk Gelişimi mi Okur?”

The Perceptions of Young Adults Towards Social Gender Roles

Contact Info

Product

Resources

About