An Investigation of the Effectiveness of the Gender Equality Course with a Specific Focus on Faculties of Education

Toraman, Çetin; Özen, Fatmanur

doi:10.29329/epasr.2019.201.1

Cited by 13 publications

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“…The results of the study revealed that it was found that the online distance course "Prejudice and Discrimination" did not affect gender roles attitudes and gender perceptions. When the literature was examined, studies showed that education did not affect gender role attitudes (Toraman and Özen, 2019;Karakoç et al, 2022), as well as studies showing that it affected it positively (Uzun et al, 2017;Egelioğlu Cetişli et al, 2017;Erdol and Gözütok, 2019;Koç et al, 2021). Similarly, when looking at the studies examining the effect of education on gender perception, studies showed that education had no effect (Ernst et al, 2000;Karakoç et al, 2022) as well as studies showing that it affected it positively (Seçgin and Kurnaz, 2015;Uzun et al, 2017;Gönenç et al, 2018;).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Prejudice and Discrimination Education Given to University Students on Gender Perception and Attitude

Pehlivan

2024

Hitit Sosyal Bilimler Dergisi

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University education may influence attitudes toward gender roles. The awareness of students in the field of health services about the gender inequalities they will encounter both during the education process and in the future while providing health services will play a role in providing health services in a more effective and equitable way. In order for university students to approach men and women with an egalitarian perspective at an early age, their gender stereotypes must first decrease and their perspectives on social relations must change positively. Therefore, university education can play an important role in influencing gender perception and attitudes towards gender roles. There is no special course on prejudice and discrimination in the training programs of Vocational Schools of Health Services that train health technicians in Turkey. Based on this, this study aimed to examine the effect of the training program given to raise awareness of prejudice, stereotypes and discrimination on the gender perception and attitude of students who will provide health care in the future. For this purpose, answers were sought to the following questions: Is there a difference in students' gender perceptions of prejudice and discrimination before and after training? Are there any differences in students' gender role attitudes regarding prejudice and discrimination before and after education? Is there a relationship between gender perception and attitudes towards gender roles? As a method, a single-group the pretest-posttest semi-experimental method was used. The research was conducted with students taking the Prejudice and Discrimination course at the Vocational School of Health Services. 95 second-grade students participated in the research. The reason why sophomore students from the Disabled Care and Rehabilitation program, the Pharmacy Services program, and the Occupational Therapy Program were selected in the study is that the "Prejudice and Discrimination" course is given in the second-grade student spring semester. Descriptive Information Form, Gender Roles Attitude Scale (GRAS), and Gender Perception Scale (GPS) were used to collect data. Before the course program started, GRAS and GPS were administered to the participants as a pretest. Afterwards, a fourteen-week course period on "Prejudice and Discrimination" was carried out. At the end of the course, GRAS and GPS were administered to the participants as posttests. According to the students' descriptive characteristics, it was found that the mean age of the participants in the study was 21.6±3.3, and that 73.7% of them were female. According to the study, most students' mothers (56.9%) and fathers (38.9%) had completed elementary school. The families of 73.7% of the participants are nuclear families. The students' average number of siblings was found to be 2.8±2.1, and the majority (51.6%) of them had both brothers and sisters. The investigation discovered that 43.2% of the students lived primarily in the city center. Most students who participated in the study said that the Black Sea region was where they spent most of their lives (46.3%). The research revealed that prejudice and discrimination training provided via online distance education methods did not affect the gender perception and gender role attitudes of second-year Vocational School of Health Services students (respectively; p = 0.890, p = 0.976). However, a positive relationship was found between gender perception and attitudes towards gender roles (pretest r = 0,825, p < 0,01; posttest r = 0,893, p< 0,01). While the total scale score of women was higher than men according to GPS and GRAS scores according to sex before the training (GPS, p = 0.002; GRAS, p

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Section: Discussionmentioning

confidence: 99%

The Effect of Prejudice and Discrimination Education Given to University Students on Gender Perception and Attitude

Pehlivan

2024

Hitit Sosyal Bilimler Dergisi

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“…There is a huge digital gender gap in the field of digital space. The number of women participating in digital information sharing is far lower than that of men, and the number of people participating in digital technology development and decision-making is even less [5]. In this case, women have little discourse power in the construction of gender identity in digital space.…”

Section: Gender Inequality In Digital Identitymentioning

confidence: 99%

New Concept and New Practice of Gender Equality Education at the Background of Digital Society

Wang¹

2022

SHS Web Conf.

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Digital society is a new social form after the transition of agricultural society, industrial society and information society. In the context of digital society, gender inequality still exists, mainly manifested in the inequality of digital resources, digital identity and digital technology. Carrying out gender equality education is the only way to achieve high-quality economic and social development in the digital era. Gender equality education means that education should embody the concept of gender equality and promote education to undertake the responsibility and mission of gender enlightenment. Gender equality education recognizes the basic rights of every social person and the development freedoms of every man and woman in the digital society. This paper analyzes the goals, ideas and practices of gender equality education in the digital age, providing reference for relevant researchers.

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“…Moving from this point, the basic aim of this study was to determine whether gender equality and gender predicted CSA myths or not. However, a scale assessing the perspective on gender equality of adults in the context of the "understanding that considers men superior" and the "understanding that sees women as dependent on men" was accessed in the literature (Gender Equality Scale / Toplumsal Cinsiyet Eşitliği Ölçeği; Gözütok et al, 2017;Toraman & Özen, 2019). It was identified that this scale did not assess the psychometric features of individuals in adulthood.…”

Section: Gender Equalitymentioning

confidence: 99%

Myths Related to Childhood Sexual Abuse and Gender Equality

Şahin

Koçtürk

2021

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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Child sexual abuse (CSA) is an important social problem observed in the world in general. This study initially aimed to identify whether the Gender Equality Scale was a valid and reliable measurement device for use in adult individuals. To this aim, validity and reliability studies for the Gender Equality Scale were performed with 353 adults reached though an online survey. The second aim of the study was to seek an answer to the question of whether gender and gender equality variables significantly predict CSA myths. A total of 769 individuals were reached through online surveys to determine predictors of CSA myths. According to the findings, the Gender Equality Scale was determined to be a valid and reliable tool for use with adults. Moreover, the understanding that men are superior and the understanding that women are dependent on men, which are gender variables, explain 38% of CSA myths, while only the understanding that men are superior significantly predicted CSA myths. Consequently, to reduce the sexism led by the understanding that men are superior, studies can be carried out not only with adults but also with other layers of the society in accordance with the ecological system approach.

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An Investigation of the Effectiveness of the Gender Equality Course with a Specific Focus on Faculties of Education

Cited by 13 publications

References 0 publications

The Effect of Prejudice and Discrimination Education Given to University Students on Gender Perception and Attitude

The Effect of Prejudice and Discrimination Education Given to University Students on Gender Perception and Attitude

New Concept and New Practice of Gender Equality Education at the Background of Digital Society

Myths Related to Childhood Sexual Abuse and Gender Equality

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