Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training

Gillanders, Carol; Vázquez, Carmen Franco

doi:10.1080/09540253.2018.1513455

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…The following issues could be reviewed; student gender balance, male academic role models, gender representation in resources, student and staff behaviour in the design studio, and generally making the gender issues more explicit to students. Indeed, because gender is culturally constructed, gender issues could be included in design projects that students engage with (Gillanders & Franco Vázquez 2020).…”

Section: Discussionmentioning

confidence: 99%

Gender‐Based Differences in Academic Achievement in a University Design Program

Crowther

Briant

2022

Int J Art Design Ed

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There is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long‐term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11‐year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.

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Section: Discussionmentioning

confidence: 99%

Gender‐Based Differences in Academic Achievement in a University Design Program

Crowther

Briant

2022

Int J Art Design Ed

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“…Gullberg et al (2018) conclude that the developed gender-sensitive teaching model leads to changes in the gender stereotypes of pre-service social studies teachers. Gillanders and Franco Vázquez (2020) find that including gender issues in teacher education affects the personal development of pre-service social studies teachers positively. Keleşoğlu and Esen (2020) conclude that pre-service teachers who were effectively taught about gender issues during their undergraduate education developed sensitivity and awareness about such issues.…”

Section: Discussionmentioning

confidence: 84%

Examining Pre-Service Social Studies Teachers’ Perceptions of Gender Roles in Relation to Their Understanding of Family

2023

Pegegog

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The study examines pre-service social studies teachers' perceptions of gender roles and family and how courses which are offered in a Social Studies Teacher Education Program and focus on gender roles and family issues shape their perceptions towards these issues. Phenomenology design, one of the qualitative research methods, was used in the study. This research was carried out in a state university located in a province of Turkey in the Spring Semester of 2020-2021. The data of the research were obtained from observations, semi-structured interviews, assignments made by the participants, researcher's diary, and a questionnaire. In the study, it was found that pre-service teachers perceived the family as an area where they found support and strength but also where they felt under pressure. In addition, it was found that pre-service teachers believed that men and women exist in line with traditional gender roles established based on the patriarchal system. The findings revealed that the participants believed that the patriarchal system also oppresses men, and that it encourages people to discriminate against some individuals. Furthermore, it has been understood that providing education that focuses on these issues helps the pre-service teachers in the study to gain awareness and perspective consciousness and increases their motivation to improve themselves professionally especially their teaching skills.

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Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training

Cited by 2 publications

References 13 publications

Gender‐Based Differences in Academic Achievement in a University Design Program

Gender‐Based Differences in Academic Achievement in a University Design Program

Examining Pre-Service Social Studies Teachers’ Perceptions of Gender Roles in Relation to Their Understanding of Family

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