Gender Equality in Turkish Higher Education

Abstract

The moulds of masculinity and femininity determined by society are not only determinants of the way in which individuals behave in society, but also determinants of the production and distribution of the resources. The steady development of societies can be achieved when men and women have the equal power with equal opportunities and resources to shape their own lives and to contribute to their families, societies and countries. The internationally recognized indicators of aforesaid gender mainstreaming are the areas of Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment. In Turkey, even though the legal basis of equality of women and men in these areas have been strengthened through legislative regulations enforced, the need to overcome the obstacles women face when participating to social life as complete and equal individuals and taking all precautions for this is still ongoing. In this study, gender equality in the Turkish higher education system was examined. For this purpose, the schooling rates in higher education, employment rates and participation rates in decision making mechanisms in management of women were examined in the light of gender equality indicators. In this study, which was conducted by document reviewing among qualitative research methods, official websites and documents of international organizations and Turkish official institutions were examined in order to access reliable documents related to Turkish Higher Education and gender equality variables. The survey concluded that while the schooling rates in the Turkish higher education and employment rates of women are high, the proportion of female academicians decreased as the academic degrees increased and that the horizontal disintegration patterns between the scientific areas are more visible on the basis of sub-branches. Furthermore, it has been found out that women are not adequately represented in decision-making mechanisms, even though they provide the necessary conditions.

Desigualdades de género en el espacio universitario: una aproximación desde la Universidad Michoacana de San Nicolás de Hidalgo

“…Lo anterior coincide con lo mencionado por Moreno, 19 que comenta que las mujeres con hijos, tienen menor disponibilidad de tiempo para realizar estudios de posgrado, pues dedican este al cuidado de los hijos, lo que corresponde a una penalización de la maternidad para las mujeres. 20 Lo anterior muestra como los estereotipos, además de establecer relaciones con lo típico o deseable para hombres y mujeres, también determinan las elecciones y los límites en función del género, 21 lo cual se transfiere a los espacios universitarios. distinciones.…”

“…Resultados similares a los observados en este estudio se registraron en las instituciones universitarias de Turquía, con una participación mayor de mujeres en las áreas sociales, humanidades, artes, educación, salud y bienestar, en tanto que de manera general se cuenta con mayor número de hombres en los niveles de maestría y doctorado a excepción del área de salud y bienestar donde hay más mujeres cursando posgrados. 28 Rodríguez y Ojeda 29 comentan que cuando la proporción de estudiantes M rebasa el 20%, se pasa de una disciplina totalmente sesgada (masculinizada) a una en la que las M empiezan a ser visibles y con ello se inicia un cambio en las dinámicas. En el caso de las ingenierias de la UMSNH, se observa justo esa proporción de M que puede ser punto de partida para incrementar la matrícula femina.…”

Exploring GRE® and TOEFL® Score Profiles of International Students Intending to Pursue a Graduate Degree in the United States

“…For instance, despite the focus on gender equality for women in Turkey, there still appear to be gender disparities. Findik (2016) and Çobanoğlu (2018) both found the largest gender disparities in graduate programs and that the disparities in master's degree and doctoral degree programs are roughly similar. Both studies also found that women are overrepresented in health and welfare programs and education but underrepresented in engineering, manufacturing, and construction and in social science, business, and law (Çobanoğlu, 2018; Findik, 2016).…”