Gender Equality Awareness among Middle School Students (Yesil, A.

, & Balci

Karaboga, F. A. (2021).)

Frieze et al., (2003) state that gender culture in school societies should be evaluated

and the gender strategies used should be reviewed. Sirmabiyikli (2017) states that the

school transfers social values at every level of education, and the cultural and sociological

structure is reproduced. In this process, it is possible to reproduce social inequalities.

Mahaffy and Ward (2002), in their study examining the effects of gender roles on the future

plans of adolescents, determined that girls and boys future plans regarding education are

different. Chen et al., (2020), in their study investigating the effect of gender on scientific

identity, concluded that the existence of gender role models around students in the

formation of scientific identity is effective at school, social level, teaching, and workforce.

Formal and non-formal education can lead to an egalitarian understanding instead of a

discriminative perspective that causes inequality (Gunay & Bener, 2011)

As a result, it is seen that the school has an important effect as the main engine that

will initiate social change and transformation in terms of gender equality gains (Esen,

2013). When the literature is examined, it is observed that studies are carried out on the

positive effects of short-term programs on gender equality awareness, supporting the

findings of the current research (Esen, 2013; Cinga, 2004; Sener-Ozel, 2019; Sivgin, 2015).

However, the planning and implementation of courses and programs that have continuity

for the development of gender equality awareness and the organisation of educational

environments in a suitable way for changing genderdiscriminatory attitudes will contribute

to the permanence of the positive perspective that will develop in students. In addition, the
importance of gender equality in the preservice and in-service training of teachers, who are

role models for students and the main figure in the value transfer process, is evident.

Gender Equality and Educational Leadership in Chinese Schools(Cunningham,

Christine; Hill, Susan; Zhang, Wei 2022)
In this article, we explore more than 100 Chinese school leaders' views about

gender, equality and the historical and social contexts of Chinese education that they have

experienced. China's success in international student assessment programmes is rising, and

Chinese females are continuing a steady trend of outdoing their male counterparts at all

levels of schooling. So importance grows for the world to better understand Chinese

education and the influential roles leaders, especially women leaders, hold in that sector.

Our research is underpinned by a theoretical framework that considers whether gender

role-modelling by school leaders affects students' beliefs about gender roles and norms

because they observe adult staff in schools for years. We present data that reveal most of

our participants believe they are leading schools in China where gender equality is being

role modelled and has been achieved. We discuss and theorise about a form of 'gender

equality with Chinese characteristics' which seems to value a rigid gender binary with

different, gendered expectations for adults. Finally, we consider whether Chinese school

leaders may be reinforcing rather than changing gender inequality, even with the best

intentions that they do not.

Attitude towards Gender Equality and Coeducation among Secondary School

Teachers: A Case Study in Madrid, Spain (2021)

Introduction: In spite of the education reform and the introduction of mixed schools, there

are still obstacles to gender equality in Spain. Sexist attitudes and values continue to

influence personal development and career choices, limiting women's participation in

many spheres. The opinions, beliefs, ideas, conceptions, expectations and personal attitude

of teaching professionals exert a great influence on the students who perceive them, which

calls for up-to-date information on teaching staff's perceptions towards gender equality

and coeducation. Method: In this work, results from a survey distributed to 105 teachers in

three Secondary Schools in the Autonomous Community of Madrid are presented. The

retrieved data was analyzed by using parametric (ANOVA) and non-parametric (Kruskal-

Wallis) tests. Results: Significant differences were found among the respondents in terms

of their views on gender equality for the gender and gender*age factors, and for the gender

and years of teaching experience factors in the case of their perceptions about coeducation.

Discussion and Conclusion: Although the tendency toward a true status of equality was

more pronounced in women than in men, an adequate predisposition of the majority of

teachers of both sexes towards the achievement of a social equality model based on the

promotion of peer roles and coeducational practices was found. Teaching staff appears to

be aware of the importance of adopting policies and laws that favor effective and real

equality between men and women.

 Reference

Yesil, A., & Balci Karaboga, F. A. (2021). Gender equality awareness among middle

school students. Journal of Qualitative Research in Education. 28, 51-78. doi:

10.14689/enad.28.3

Cunningham, Christine; Hill, Susan; Zhang, Wei (2022) Power and Education, Gender

Equality and Educational Leadership in Chinese Schools. v14 n1 p66-81.

Jular-Alba, Raquel; Martín-Ramos, Clara; Martín-Ramos, Pablo.,Electronic Journal of

Research in Educational Psychology, Attitude towards Gender Equality and Coeducation

among Secondary School Teachers: A Case Study in Madrid, Spain.2021