Search results for: Gender
Page 7/8 72 items
Women of Color in a Bilingual/Dialectal Dilemma: Critical Race Feminism against a Curriculum of Oppression in Teacher Education
This article will discuss the work of a teacher educator who espouses critical race feminism as a means of fighting against a curriculum of oppression in teacher education. The article will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective.
Updated: Dec. 30, 2009
This study examined the effects of students' characteristics (gender, age, and first-language spoken at home) on their perceptions about problem-based learning (PBL). The study revealed that students from the fifth, sixth and seventh grades perceived PBL in a positive way but there were significant differences between the grades.
Updated: Dec. 21, 2009
This study investigates the similarities and differences in the perception of the good teacher among a wide population, focusing on two aspects – ethnicity and gender. The research investigated whether the ethno-cultural or the gender component better explains the differences in the perceptions of these qualities and whether interaction exists between the two components. The research indicated that perception of the qualities of a good teacher is culturally dependent. The ethno-cultural origin of the group was dominant in explaining differences in attitudes towards the qualities of the good teacher and not the gender group.
Updated: Apr. 23, 2009
A Course on Gender Equity in Education: Does It Affect Gender Role Attitudes of Preservice Teachers?
The purpose of this study is to explore if a semester-long course on gender equity in education has an impact on the attitudes of preservice teachers toward gender roles. To this end, a pretest–posttest analysis is carried out in a state university in Ankara, Turkey. 133 preservice teachers participated in this study; 33 of whom had taken the course and 100 of whom had not.
Updated: Mar. 31, 2009
The paper offers an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum. It presents a critical teacher education multicultural curriculum based in the United States that included an auto-ethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality.
Updated: Mar. 30, 2009
The intent for this project was to illuminate differences and commonalities of women leaders from different ethnic backgrounds through their own voices and to listen for strategies used to overcome obstacles that have led to their current success as secondary principals. African-American, Asian, Caucasian, and Hispanic women leaders were interviewed and understood from a feminist post-structural lens to create a vision of what the leadership experience is like at the secondary level.
Updated: Nov. 24, 2008
Male Teachers as Role Models: Addressing Issues of Masculinity, Pedagogy and the Re-Masculinization of Schooling
This article focuses on the call for more male teachers as role models in elementary schools and treats it as a manifestation of 'recuperative masculinity politics' (Lingard & Douglas, 1999). Attention is drawn to the problematic gap between neo-liberal educational policy–related discussions about male teacher shortage in elementary schools and research-based literature which provides a more nuanced analysis of the impact of gender relations on male teachers' lives and developing professional identities.
Updated: Apr. 08, 2008
The article describes a case study of the implementation of a new university mentoring program for women faculty members. The program can also be implemented in both national and international corporations and benefit women who are looking for career advancement.
Updated: Mar. 20, 2008
The article focuses on a review of the different 'nature' of male and female teachers, their teaching styles, capabilities and effects. The study reviews gender differences from essentialist perspectives on the one hand and constructionist perspectives on the other. The research was divided by the body of literature on teacher gender into two divergent research traditions: sex differences research and gender dynamics research.
Updated: Mar. 04, 2008
How is the usefulness of research assessed as university research becomes more and more commodified? The question is addressed through an analysis of how the results of a particular research project were received in a large private company that had provided the main funding for a research project on gender and top management, a project based on poststructuralist approaches.
Updated: Mar. 02, 2008