Students’ perceptions of gender mainstreaming implementation in university teaching in Greece

Kitta, Ioanna; Cardona-Moltó, María-Cristina

doi:10.1080/09589236.2021.2023006

Cited by 12 publications

(12 citation statements)

References 30 publications

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“…This finding could be explained by the fact that our sample is composed of a higher percentage of female university students that were found to have a better concept of gender equality than males [ 58 ]. Furthermore, university students were also found to be highly favorable to recognizing the importance of reducing sexism, developing gender competencies, and developing a gender-sensitive pedagogy [ 59 ]. Second, SDG 1 (No poverty) was found to be with a low score, whereas Di Fabio and Rosen [ 18 ] identified it as one of the most important.…”

Section: Discussionmentioning

confidence: 99%

The Sustainable Development Goals Psychological Inventory: A Network Analysis in Italian University Students

Svicher

Gori

Fabio

2022

IJERPH

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The Sustainable Development Goals Psychological Inventory (SDGPI) is a recently developed self-report questionnaire that assesses interest, motivation, and self-efficacy associated with each of the 17 Sustainable Development Goals (SDGs) advanced by the United Nations. This study aims to investigate, via network analysis, (a) the relationships between interest, motivation, and self-efficacy for each SDG and (b) the most central SDGs. To this end, 417 Italian university students (73.9% females and 26.1% males; mean age: 22.20; DS = 3.02) were assessed through the SDGPI, and two network structures were estimated. The first network structure investigates links (edges) between interest, motivation, and self-efficacy in relation to each specific SDG. The second network structure investigates most central SDGs as the sum of interest, motivation, and self-efficacy for each specific SDG. Regarding results, the first network structure showed that five SDGs had strong and statistically significant edges between interest, motivation, and self-efficacy; seven SDGs had strong and statistically significant edges between interest and motivation but not self-efficacy; five SDGs had no statistically significant edges linking the other dimensions. The second network structure revealed that SDG 2 (Zero Hunger) and SDG 7 (Affordable and clean energy) were the most central nodes. Implications for research, tailor-made interventions, and prevention were discussed.

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Section: Discussionmentioning

confidence: 99%

The Sustainable Development Goals Psychological Inventory: A Network Analysis in Italian University Students

Svicher

Gori

Fabio

2022

IJERPH

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“…It is important to raise awareness and seek institutional compromise and responsibility in implementing a gender approach to university teaching in STEM teacher education. As Kitta and Cardona-Moltó [7] stated, the necessity of complying with the demands for a quality, inclusive and gender-sensitive education brings a unique opportunity to infuse GE principles, strategies and issues of gender equity into STEM degrees, study plans and individual subjects.…”

Section: Discussionmentioning

confidence: 99%

“…To help achieve these goals, policies of GE were boosted by the Community Support Framework funds leading during the nineties to the creation of two institutions (the General Secretariat for Equality and the Centre of Research for Gender Equality) that contributed to the implementation of GE policies but with a limited understanding of the appropriate gender mainstreaming methods and tools and under the pressure of feminist organizations. Although the first formal efforts to implement GM in Greece were in the 2000s when the General Secretariat for Gender Equality got actively involved in the planning process of the third and the fourth European Community Support Frameworks (2000-2006 and 2007-2013, respectively) [6], the most recent initiatives to improve GM in Greece can be found in the National Action Plan on Gender Equality 2016-2020, introduced in 2017 in the wake of the last recommendation of the Committee on the Elimination of Discrimination against Women in 2013, as well as in the Greek guidelines for the implementation of the 2030 Agenda for Sustainable Development, specifically Goal 4 (Ensure inclusive and equitable education for all) and Goal 5 (Achieve gender equality) [7].…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

Miralles-Cardona¹,

Kitta²

2022

Preprint

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In the context of the Education-2030 Framework for Action, an important goal for initial STEM teacher education is to provide professional development on equality and gender awareness. This study explored whether STEM prospective secondary teachers are prepared to implement a sustainable gender-sensitive practice upon graduation. To this end, we cross-culturally validated the TEGEP (Teacher Self-Efficacy for Gender Equality practice) scale and compared STEM student teachers’ perceptions of self-efficacy by country and sex. Participants were 205 STEM (science, technology, engineering, and mathematics) secondary school student teachers (136 Greek and 69 Spanish) drawn from seven public universities (six Greek, one Spanish). Statistical analysis confirmed the structure and factor invariance of the TEGEP across country and between sexes showing evidence that gender equality self-efficacy level is only moderate and that perceived competence in gender knowledge was significantly higher in Greek than in Spanish STEM student teachers, while the latter felt more competent than the Greek in developing values and attitudes in regards to gender. The study provides a cross-validated instrument to measure gender equality self-efficacy in STEM teacher education and evaluate sustainable changes after planned interventions.

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“…Studies in the field of gender psychology have shown that the reception of young people, in particular, students of philology, is directly related to gender characteristics: the specifics of emotions, feelings, uncertainty of self-identification. Since gender influences linguistic behavior female and male students perceive information differently and learn in different ways [12,13]. Therefore, it is necessary to take into account the gender differences of future interpreters.…”

Section: -Literature Reviewmentioning

confidence: 99%

Gender Characteristics of Individual’s Linguistic Behavior in the Context of Future Translators’ Professional Training

Bloshchynskyi

Bahrii²,

Nanivska³

et al. 2022

Emerg Sci J

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The article seeks to investigate the gender differences of individuals in foreign language learning and reveals the peculiarities of the implementation of linguistic behaviour in the context of a gender role approach in the process of foreign language teaching to future translators. The purpose of the article is to analyze the gender differences in the implementation of future interpreters’ linguistic behavior, to develop and check the program of their foreign language skills development, and to make practical recommendations for improving the professional training, taking into account the gender peculiarities. Methods of research: theoretical, empirical, psychodiagnostic, and testing methods. The study reveals the main gender differences in the teaching of both male and female students, with a focus on the peculiarities of their perception, thinking, and foreign language abilities in general. The program and practical recommendations to foreign language instructors on the foreign language ability development of future interpreters are presented in the article based on a gender approach. The results of the research indicate that gender does affect foreign language learning styles. It has been found that considerable attention should be paid to overcoming the gender gap in the educational achievements of male and female future translators. Therefore, the authors consider it appropriate to teach a foreign language in mixed groups without dividing male and female students into separate subgroups. Doi: 10.28991/ESJ-2022-SIED-014 Full Text: PDF

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Students’ perceptions of gender mainstreaming implementation in university teaching in Greece

Cited by 12 publications

References 30 publications

The Sustainable Development Goals Psychological Inventory: A Network Analysis in Italian University Students

The Sustainable Development Goals Psychological Inventory: A Network Analysis in Italian University Students

Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

Gender Characteristics of Individual’s Linguistic Behavior in the Context of Future Translators’ Professional Training

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