共查询到20条相似文献，搜索用时 62 毫秒
1.
Medical education has not taken on board the growing awareness of sex and gender differences. A nation‐wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was necessary to gain an overview on the state of the art of sex and gender in Dutch medical curricula and on the courses that were suitable to integrate sex and gender differences. A quick‐scan demonstrates that sex and gender differences beyond reproduction are mostly ignored. Results have been used to create the necessary commitment of policy‐makers in all Dutch faculties to take further steps towards establishing longitudinal gender‐specific medical curricula. 相似文献
2.
赵宁 《淮南师范学院学报》2014,(1):93-98
基于女性主义文化理论的视角,解读革命宏大叙事的性别话语中现代花木兰郭俊卿个案的性别生态。郭俊卿在上世纪五六十年代是现代花木兰、杰出的女战斗英雄和媒体人物。女性主义文化理论从生理性别一社会性别的两分思维出发．发展到后来认为话语及其隐含的权力一知识生产机制建构了性别和社会现实。 相似文献
3.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
4.
Children's Gender-Based Reasoning about Toys 总被引：2，自引：0，他引：2
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children ( n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children ( n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed. 相似文献
5.
6.
M Weinraub L P Clemens A Sockloff T Ethridge E Gracely B Myers 《Child development》1984,55(4):1493-1503
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed. 相似文献
7.
王行坤 《南阳师范学院学报》2010,9(1):90-96
巴特勒的性别理论源于对福柯思想尤其是《性经验史》的考察与发展,通过对男女性别二分法的系谱学考察。巴特勒揭示出,生理性别与社会性别并无根本差别,生理性别就是社会性别。性别就是一种述行行为。同时,基于这一思想,巴特勒提出来自己的性别政治——酷儿政治和再赋义的政治。 相似文献
8.
Ana Amuchástegui Herrera 《Sex education》2013,13(3):259-277
As is now widely established, sexuality is a historically and culturally specific social construction. In Mexico, such construction has been dominated by different institutions and discourses at different times. From pre-Hispanic times to today, this article traces the ideas that main institutions, like the Catholic Church, have ingrained in Mexican sexual culture and shows how they have changed over time. At present, sexuality has become a contested arena?like never before?in which very diverse discourses contend for hegemony. Formal sex education has not been alien to this debate, in which religion, medicine, gender equity discourses and ethics seem to have a differential input in curricula and textbooks. This article discusses the expression of this tension in formal sex education in Mexico. 相似文献
9.
Eva Van de gaer Jan Van Damme Agnes De Munter 《British Journal of Sociology of Education》2004,25(3):307-322
In this study, the effects of single‐sex versus co‐educational classes and schools on the progress in language and mathematics of boys and girls at the end of the second year of secondary education are investigated. Data from the Longitudinaal Onderzoek Secundair Onderwijs project are used. Multilevel analyses were carried out on a sample of approximately 4000 pupils, 330 classes (190 single‐sex), 180 teachers and 50 schools (20 single‐sex). The results indicate that for boys the gender composition of the classes has more impact than the gender composition of the schools, whereas for girls the gender composition of the schools is more important. Boys make more progress for language (and not for mathematics) in co‐educational classes even after we have taken into account the selective nature of the classes. Girls, on the other hand, make more progress for mathematics (but not for language) in single‐sex than in co‐educational schools. 相似文献
10.
Janna Jackson 《Gender and education》2010,22(2):227-238
Due to the recent changes in federal regulations about gender equity in education in the USA, some policy makers have resurrected single‐sex public education. Because single‐sex schooling ignores the complexity of sex, gender, and sexuality, it sets up a ‘separate but equal’ system that is anything but. Discounting the ways in which gender is negotiated, constructed, and performed, and the variability of anatomical sex, current arguments for single‐sex schooling reify the false binaries of sex and gender, rely on assumptions of heteronormativity and, in turn, negate the existence of multiple sexes, genders, and sexual orientations. 相似文献
11.
Betty D. Pearson 《Educational technology research and development : ETR & D》1980,28(3):203-208
Audiovisual materials for nursing students typically show a female nurse demon-strating activities as they are described (and sometimes directed) by a male narrator. Of obvious concern is the effect of such sex stereotyping on female students. Further, do students (male and female) learn as well from instructional video-tapes narrated by an equally competent female narrator? The investigator sought to control all variables but gender of narrator in this study of conceptual learning from videotapes. 相似文献
12.
Testosterone during pregnancy and gender role behavior of preschool children: a longitudinal,population study 总被引：3，自引：0，他引：3
Hines M Golombok S Rust J Johnston KJ Golding J;Avon Longitudinal Study of Parents Children Study Team 《Child development》2002,73(6):1678-1687
Levels of testosterone (T) and sex hormone-binding globulin (SHBG) were measured in blood samples from pregnant women and related to gender role behavior in 342 male and 337 female offspring at the age of 3.5 years. Gender role behavior was assessed using the Pre-School Activities Inventory, a standardized measure on which a parent indicates the child's involvement with sex-typical toys, games, and activities. Levels of T, but not SHBG, related linearly to gender role behavior in preschool girls. Neither hormone related to gender role behavior in boys. Other factors, including the presence of older brothers or sisters in the home, parental adherence to traditional sex roles, the presence of a male partner in the home, and maternal education, did not relate to gender role behavior in this sample and did not account for the relation observed between T and behavior. Although other, unmeasured factors may explain the relation, the results suggest that normal variability in T levels prenatally may contribute to the development of individual differences in the gender role behavior of preschool girls. 相似文献
13.
Emergence and characterization of sex differences in spatial ability: a meta-analysis 总被引：21，自引：0，他引：21
Sex differences in spatial ability are widely acknowledged, yet considerable dispute surrounds the magnitude, nature, and age of first occurrence of these differences. This article focuses on 3 questions about sex differences in spatial ability: What is the magnitude of sex differences in spatial ability? On which aspects of spatial ability are sex differences found? and When, in the life span, are sex differences in spatial ability first detected? Implications for clarifying the linkage between sex differences in spatial ability and other differences between males and females are discussed. We use meta-analysis, a method for synthesizing empirical studies, to investigate these questions. Results of the meta-analysis suggest that sex differences arise on some types of spatial ability but not others, that large sex differences are found only on measures of mental rotation, that smaller sex differences are found on measures of spatial perception, and that, when sex differences are found, they can be detected across the life span. 相似文献
14.
Carol Lynn Martin Olga Kornienko David R. Schaefer Laura D. Hanish Richard A. Fabes Priscilla Goble 《Child development》2013,84(3):921-937
A stochastic actor‐based model was used to investigate the origins of sex segregation by examining how similarity in sex of peers and time spent in gender‐typed activities affected affiliation network selection and how peers influenced children's (N = 292; Mage = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same sex and with similar levels of gender‐typed activities. Selection based on gender‐typed activities partially mediated selection based on sex of peers. Children influenced one another's engagement in gender‐typed activities. When mechanisms producing sex segregation were compared, the largest contributor was selection based on sex of peers; less was due to activity‐based selection and peer influence. Implications for sex segregation and gender development are discussed. 相似文献
15.
高莉娟 《江西教育学院学报》2011,32(1):9-15
作为治理出生性别比失调的一项公众宣传倡导活动,应具有较强的社会性别敏感性。通过对124篇几乎无法脱离现实的征文文本的社会性别视角分析发现：性别歧视的话题聚焦于受教育差异、家长偏爱、出生性别比失衡等;在反对性别歧视的同时,也含有部分混同性别歧视与性别平等的内容,部分对女性的成见聚焦于四类刻板印象。与征文创作者座谈发现：活动的参与者多为女性,家庭和校园里仍存在男性偏好,对性别平等的未来喜忧参半。治理出生性别比失调的宣传活动,更深远的宣传倡导目标应是：改善教育环境下的性别不平等,改变日常生活重男轻女的情结。 相似文献
16.
S K Thompson 《Child development》1975,46(2):339-347
A series of tests was designed for 24-, 30-, and 36-month-old children to measure their ability to apply various gender labels to the appropriate sexes, their capacity to place themselves in their own gender category, and their usage of labels to guide preference behavior. Also, the child's awareness of sex role stereotyping and the relationship of the above measures to parental SES and sex role attitudes were examined. In general, unlike the younger children, the oldest children consistently applied gender labels properly, were certain of their own gender, used same-sex gender labels to guide behavior, and were aware of sex role stereotyping. There was no relation between these measures and demographic variables. 相似文献
17.
18.
Tricia R. Shalka 《International journal of qualitative studies in education》2019,32(6):560-575
The purpose of this qualitative study was to explore the complex juncture of gender and experiences of trauma in college. Two research questions guided this investigation: (a) How does gender intersect with an individual’s experience(s) of trauma during college? and (b) What sociocultural contexts shape the role of gender intersecting with traumatic experiences in college? Data were collected using interviews and visual mapping/written response activities. Analysis revealed three dominant themes when gender was salient in traumatic experience, including: (a) gender norms contributing to the production of trauma; (b) gender norms restricting traumatic recovery; and (c) trauma catalyzing the interrogation of gender norms. Results of this study underscore the importance of continued attention in both research and practice to the complex ways in which systems of oppression around gender, in particular, but other identities broadly, offer both restrictions and possibilities for those navigating traumatic recovery. 相似文献
19.
Sarah McGeown Hannah Goodwin Nikola Henderson Penelope Wright 《Journal of Research in Reading》2012,35(3):328-336
This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty‐two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed. 相似文献
20.
李萍 《贵州教育学院学报》2009,25(1):61-64
出生婴儿性别比严重失衡是目前我国人口面临的重大问题之一。这一现状引发了一系列严峻的经济社会问题。究其根源,在于人们传统落后的生育观念和非医学需要鉴定胎儿性别手段的滥用。转变人们的生育观念并解决好胎儿性别鉴定工具滥用问题是解决婴儿性别失调问题的根本途径。 相似文献