Gender Equity in Education Commons^™

The Hbcu Experience: Why I Chose My Hbcu And How It Helped Me Prepare For My Career, Illinois Mathematics And Science Academy, Angela Richardson

Educational Panels

Panel/Event Coordinator: Angela Richardson

Moderated by: Dr. Anita White

Panelists:

• Justin Alfred : Southern University and A&M College, Baton Rouge. Civil Engineering / Computer science. Lockheed Martin.
• Joseph Bertrand ‘20 : Senior at North Carolina Agricultural and Technical State University, Greensboro, NC. Mechanical Engineering.
• Darryl Burrell Jr. : Morgan State University, Baltimore, MD.Civil Engineering. City of Houston,Houston Public Works.
• Dr. Garry J. Kennebrew Jr. ‘04 : Morehouse College, Atlanta BS Biology Loyola University Chicago Stritch School of Medicine.Doctorate in Medicine.
• Jaida Lewis ‘15 : Texas Southern University Chemistry. Owner, Poised Lips by Jai Program Coordinator, CVS Health.
• Ja’Nae …

Misappropriating Self-Care: A Mixed-Methods Analysis Of The Burnout Experiences Of Teachers Who Identify As Women, Kimberly A. Kneller

Education Doctorate Dissertations

“Self-care” is a very marketable term, especially in the COVID era. Coupled with a renewed focus on student achievement, the demands of the workplace on teachers are implicated in a troubling rate of teacher attrition and declining enrollment in preparatory programs. This research utilized a mixed-methods approach in gaining a deeper understanding of the predicament that teachers (who predominantly identify as women) are facing. The survey and focus group data obtained in this study support the framework that teachers are at risk of burnout and feel powerless to avoid it. The lack of power perceived by these individuals is a …

Out-Of- School Time Use In Pakistan: A Qualitative Study Featuring Youth's Voices, Salima Kerai, Marium Ibrahim, Tonje M. Molyneux, Uzma Hussain, Anne Gadermann, Rosemin Kassam, Almina Pardhan Dr., Eva Oberle

Institute for Educational Development, Karachi

The current study addresses the lack of out-of-school time (OST) research in low- and middle-income countries by exploring OST use in the context of Pakistan and incorporating youth's voices. Using a qualitative descriptive design with focus-group discussions, we conducted a study in three middle schools set in low- to middle-income neighborhoods in urban and rural areas of Karachi, Pakistan. We engaged 86 youth (50% girls; aged 10–15 years) that were purposefully selected from grade six (31.4%), seven (44.2%) and eight (24.4%) classrooms, balancing gender and locality. In each focus group, we asked participants to describe their afterschool activity routine on …

Underserved And Underrecognized: Elevating Teaching Strategies, Special Education Eligibility, And Educational Outcomes For Grade 2-6 Girls On The Autism Spectrum, Jessica T. Ford

Doctorate in Education

This study involved a qualitative exploratory case study research design and employed in-depth online interviews as the primary data collection method. Participants were former or current special education teachers in Minnesota who had worked with Grade 2-6 girls on the autism spectrum and were sourced from professional networks, educational associations, online platforms, chain sampling, and snowball sampling. This study sought to elucidate the reasons behind the underidentification of girls eligible for autism spectrum special education services, streamline their qualification process, reveal practical educational strategies for academic, emotional, and social support, and furnish accessible resources and training alternatives for classroom teachers …

Supporting Out-Of-School Girls And Children And Youth From Marginalised Groups In The Asean Region: A Review Of Promising Practices, Anna Dabrowski, Syeda Kashfee Ahmed, Payal Goundar, Debbie Wong, Jeaniene Spink

International Education Research

Investing in girls’ and women's education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women's …

Gender Barriers To Basic Digital Skills For Employment In The Asean Region: A Review Of Promising Practices, Louise Wignall, Anita Roberts, Justin Brown, Syeda Kashfee Ahmed

International Education Research

Investing in girls’ and women's education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women's …

Equity And Inclusion In Honors: A Case Study Of Admissions Changes, Trevor Zink, Andrew Dilts

Journal of the National Collegiate Honors Council Online Archive

Creative levers for change often emerge in times of institutional uncertainty. As higher education continues to confront institutional racism, honors programs can exercise their power to increase diversity and educational outcomes for excluded and marginalized students, as well as influence related university-level policy. This case study chronicles dramatic changes to admissions policies and programmatic offerings in honors between 2020–2023. Changes in admissions practices markedly diversified the student body, moving it from a 60% white population to 60% minority population in just three years. Conversations around race and racism were initiated, inculcating a culture of inclusion rather than elitist exceptionalism. As …

Investigating The Contribution Of Headteachers In Addressing Gender Equality In Primary Schools In Koboko District, (Uganda)., Munduga Mario Aruku

Master of Education

This dissertation investigated the role of headteachers in promoting gender equality within primary schools, focusing on the context of Koboko District, Uganda. The study addressed the background and context of gender inequality significant in education, formulated research questions, and delineated study objectives to explore headteachers' contributions comprehensively.

The study aimed to analyze the structural measures and initiatives implemented by headteachers to address and promote gender equality within primary schools in Koboko District, Uganda, identify and assess the challenges they face in these endeavours, focusing on specific barriers and constraints, and examine the strategies utilized by headteachers to actively promote gender …

“A Real Man . . .”: Deconstructing Machismo Heteronormative Standards With K–12 Latino Male Educators Through Dialogic Spaces, Mario Echeverria

Dissertations

In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina …

It’S About Time, Part Ii: Does Time Poverty Contribute To Inequitable College Outcomes By Gender And Race/Ethnicity?, Claire Wladis, Alyse C. Hachey, Katherine M. Conway

Publications and Research

Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. …

The Realities Of Tutor Pedagogical Practices And Adaptation Of Gender Pedagogy: A Comparison Of Implementation In Selected Teacher Colleges In Tanzania, Kenya And Uganda, Nyagwegwe Wango, Jane Rarieya, Omari M. Abunga, Aqeela Datoo, Mary Oluga

Institute for Human Development, East Africa

The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were reached. This included 81 government officials and educational leaders (18 government officials and 63 educational leaders) and 84 tutors. The study used a concurrent mixed-method approach where the combined qualitative and quantitative data collection methodologies were applied to answer the study questions. The study data were collected directly from …

Members Only: Do Mandatory Inclusive Introductions Inadvertently Cause Exclusion?, Leah Marie Mckinney

All Master's Theses

In order to establish the proper way to address peers and colleagues, an introduction is necessary. In an attempt to support inclusion, it has become standard to ask that people state their associated pronouns. Researchers have shown that the proper use of one’s pronouns can help people feel safe in a new environment (e.g., Kramer et al., 2022; Lauscher et al., 2022; Palanica et al., 2022); however, to my knowledge, very few researchers have explored the potential adverse effects of requiring pronouns in introductions. The practice of stating pronouns during introductions has been established relatively recently (MIT, 2020), limiting research …

Education Out Loud Case Study: The Gear Alliance, Alexander Towne, Sladana Krstic, Sam Boering

International Education Research

This case study is part of a larger body of work funded by the Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme. It explores the advocacy and policy influencing (API) activities of the GEAR Alliance, a transnational alliance of four East African civil society organisations (CSO) receiving funding from EOL, and the process, results and impact of action research project they conducted in partnership with MDF/ Australian Council for Education Research (ACER), an EOL ‘Global Learning Partner’ (GLP). EOL is the GPEs fund for advocacy and social accountability. The fund aims to support CSOs to be active and …

A Quest For Gender Equity: Exploring The Existing Positioning Of Children And Teachers In An Early Childhood Classroom In Karachi Pakistan, Nasima Shakeel, Dilshad Ashraf

Institute for Educational Development, Karachi

Within the framework of Sustainable Development Goals, children are recognized as active change agents in the global development agenda (The Lancet, 2022). Research has established that engaging young children has the potential to promote gender equity and reduce other inequities in society (UN Women 2020). Despite this, limited research has been conducted on gender equity issues in education and early childhood education particularly in Pakistan (Pardhan & Pelletier, 2016). In response to this gap, collaborative action research was conducted to explore the possibilities of creating a gender-equitable learning environment in an early childhood classroom in Karachi Pakistan. This paper presents …

Education Out Loud Case Study: School For Life, Alexander Towne, Sladana Krstic, Jolanda Butler

International Education Research

Children living in remote rural parts of Ghana experience inequality in basic education, in terms of both access and outcomes. This issue is particularly acute in the north of the country and for girls. For example, 30 percent of children in the north have no school nearby and 20 percent will never enroll. Furthermore, transparency and accountability within Ghana’s education system is weak. Generally, information is not disseminated in a way that is accessible to most citizens (for example it is not produced in a local language), which means they are denied the opportunity to understand and engage with the …

Incorporating Sex-Diverse And Gender-Inclusive Perspectives In Higher Education Biology Courses, Breanne N. Harris, A Kelsey Lewis, Sam L. Sharpe, Teri J. Orr, Christopher T. Martine, Chloe C. Josefson

Faculty Journal Articles

Inclusive teaching is teaching in a way that reaches all students in the classroom; this is beneficial for everyone, particularly for those with minoritized identities. Instructors play a critical role in scaffolding how students are exposed to and learn science content in the classroom. In this manuscript, we discuss how biology instructors can make their classrooms more inclusive with regard to sex and gender diversity content. Many topics in biology are based on androcentric, heteronormative, and oppressive framing, even though those lenses are more reflective of our own history and culture than they are of the diversity we see in …

Close To The Pain: Alternative Education And The Unheard Voices Of Young Adults’ Transformative Learning Experiences, Vicki Lynn Lock

University of the Pacific Theses and Dissertations

This dissertation focuses on amplifying the voices of marginalized students in alternative education, with an emphasis on the positive impact of resilience on their outcomes. The study addresses the challenges these students face, particularly those from BIPOC communities, in navigating educational systems that have historically marginalized them. The purpose of this qualitative research was to explore the experiences of BIPOC students in a Central Valley alternative education program, highlighting how nurturing relationships, resilience, and the fulfillment of basic needs contribute to their academic success and personal growth. Utilizing a framework that incorporates theories of resilience, educational equity, and transformative leadership, …

Perceptions Towards Integrating A Gender Perspective Into Education: A Study Of Muslim Preservice Teachers In The Philippines, Veronico N. Tarrayo, Ma. Annie Susaya, Delma A. Yuarata

Australian Journal of Teacher Education

: To date, studies exploring Muslim preservice teachers’ views on gender matters in education remain scant. We conducted a qualitative-quantitative survey with 45 Filipino Muslim preservice teachers, ten of whom participated in follow-up email interviews, to explore their perceptions towards integrating a gender perspective into education. The results indicate the participants’ progressive views on fluid gender norms, although they also share conflicting perspectives on gender roles that tend to reinforce gender stereotypes. The preservice teachers also report positive perceptions concerning their institutions’ commitment to gender sensitivity and gender mainstreaming in teacher-education curricula. However, they seem to have unrealistic views on …

From The Invisible Man To Cozy Closets: Gender Diverse Student Narratives In Ontario Catholic Schools, Yvonne Runstedler

Theses and Dissertations (Comprehensive)

In the province of Ontario, Catholic schools have public funding from the Ministry of Education and ecclesial oversight from the local Catholic diocese. Transgender students who attend these schools experience both governmental spaces and religious ones. The inherent secular and theological tensions responsive to Two-Spirit, Lesbian, Gay, Bisexual Transgender, intersex, Asexual, and other queer-identities [2SLGBTQIA+] students are the overarching contexts of this study. While many Catholic school boards have completed publicly-facing acts of inclusion for 2SLGBTQIA+ students, such as raising the Pride Flag in June in recent years, there is a scarcity of literature responsive to how transgender students make …