Investigation of women academicians' perceptions regarding “being a woman academician” through metaphors

Başarır, Fatma; Sarı, Mediha

doi:10.5961/jhes.2015.108

Cited by 4 publications

(6 citation statements)

References 11 publications

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“…In the study, it was determined that female mathematics teachers formed 71 different metaphors concerning the concept of "FM", which shows that the concept of "FM" cannot be explained with only one metaphor. Similarly, Sozer and Ozkan (2014) determined that pre-service social studies teachers explained the phenomenon of "woman" with 49 different metaphors, Basarir and Sari (2015) determined that female academicians explained the concept of "being a female academician" with 65 different metaphors and Ozkan (2017) determined that students at faculties of education explained the concept of "woman" with 234 different metaphors. In addition, the metaphors specified by the teachers also reveal their awareness about FMs.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…Similarly, Sozer and Ozkan (2014) and Ozkan (2017) grouped the metaphors of pre-service teachers concerning the phenomenon of "woman" under six categories. Basarir and Sari (2015), on the other hand, explained the metaphors of female academicians concerning the concept of "being a female academician" under nine categories. While the categories examined, it was concluded that teachers generally had a positive viewpoint of the concept of "FM".…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…This category shows that the participants have a positive approach to FMs shaping society. The fact that educational system reinforces traditional social gender roles causes working women to internalize these roles (Basarir & Sari, 2015). Considering that the participants consist of teachers and women, it is natural for some teachers who participated in the study to percept themselves instructive.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…Sozer and Ozkan (2014) determined 49 metaphors formed by pre-service social studies teachers for the phenomenon of "woman" which are collected under six categories as "living being", "authority", "nature", "object", "characterization" and "abstract". Basarir and Sari (2015) also determined that female academicians explained the concept of "being a female academician" with 65 metaphors and these metaphors were collected under nine different categories. These categories define a female academician as a "miraculous being" and "housewife" who; "have multiple tasks and responsibilities", "contribute to other people with their productions", "work hard", "stay strong against to difficulties", "make self-sacrifice", "have to redress the balance", and "have no name".…”

Section: Introductionmentioning

confidence: 99%

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Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of "female mathematician" through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement "Female mathematicians are like ... because ..." completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as "male mathematician", "mother" and "equation". Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of "female mathematician as a person who has desired qualities and is needed" was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of "scarcity" and "incomprehensibility" were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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“…Perception is the mental pictures created which influence our construction of reality. In their study (Mediha & Fatima, 2015) concluded that participants ascribe to attributes such as motherhood, sacrifice, fragility as feminine to female teachers whilst the features such as authority, power, leadership, discipline are accepted as masculine to male teachers. In their conclusion they considered their finding as an indicator that male teachers are not sufficiently aware of the multiple roles and responsibilities that their female counterparts have; maybe even describe them as 'inefficient and problematic workers' and 'elegant and fragile existences' (pp220).…”

Section: Perception Of Male Teachers About Female Mathematics Teachersmentioning

confidence: 99%

The Effects of Female Teacher Perceptions of Mathematics on the Quality of Teaching at The Basic School Level

2020

JEP

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This study explored the influence of perceptions of Female Mathematics Teachers (FMTs) on their preparation, presentation and output of lessons delivered. Using a descriptive survey, 20 mixed primary schools were randomly selected for the study. Also, 11 Junior High Schools (JHSs) with Female Mathematics Teachers (FMTs) were purposively selected to participate in the study. All FMTs from the 31 basic schools selected were included in the study. The analysis of the data was based on percentage computations of responses from a questionnaire that was administered. The frequency of rejection or acceptance of items to a large extent represented the perceptions of FMTs in basic schools about their competence in lesson preparation and presentation. The findings show that FMTs at the primary and the JHS levels have very high confidence in themselves and felt they were equally as competent as their male colleagues. This fact notwithstanding, female teachers, teaching beyond the primary schools tend to avoid teaching mathematics. This is evident from the proportion of FMTs at the JHS and beyond in Ghana. The study recommends motivation, in-service training and scholarships for FMTs so as to equip more females to be able to teach Mathematics effectively at the basic level in Ghana.

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Gender roles during COVID‐19 pandemic: The experiences of Turkish female academics

Parlak

Çakıroğlu

Gül

2021

Gender Work & Organization

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This study aims to explore the COVID-19 experiences of Turkish female academics in terms of gender roles by focusing on how these women have dealt with domestic and academic responsibilities. The study group consisted of 21 female academics working from home, along with their spouses. Interpretative phenomenological analysis was used to analyze the data collected through semistructured telephone interviews. The findings were clustered under five main themes: the early days of the pandemic, work life after the pandemic, domestic responsibilities after the pandemic, family relationships after the pandemic, and the perception of gender roles. The results indicate that the pandemic has deepened gender inequalities, and the academic life of female academics has changed in terms of academic productivity. Therefore, we recommend that more research examining the quarantine process and involving women in other occupations and of different socioeconomic statuses should be done to develop more effective social policies. K E Y W O R D SCOVID-19 pandemic, domestic and academic responsibilities, female academics, gender roles | INTRODUCTIONThe inequality between women and men is witnessed in several areas of daily life and considered a result of gender. It is mostly women who experience this inequality as the disadvantaged side (Günçavdı et al., 2017;Günindi Ersöz, 2016). There is a typical distinction in which men dominate the public sphere, while women are associated with the private sphere (Dildar, 2015). Gender-based discrimination, which is thought to decrease

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Investigation of women academicians' perceptions regarding “being a woman academician” through metaphors

Cited by 4 publications

References 11 publications

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

The Effects of Female Teacher Perceptions of Mathematics on the Quality of Teaching at The Basic School Level

Gender roles during COVID‐19 pandemic: The experiences of Turkish female academics

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