A Comparative Study Between General and Special Education Teachers’ Perspectives regarding Gender Stereotyping in Nepal
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: This study focused on the differences in perspectives of general education and special education teachers regarding gender related issues. Method: For this purpose, data was collected through questionnaires and participants were selected via random sampling method. 100 teachers from Kathmandu valley which includes Lalitpur, Bhaktapur and Kathmandu districts were surveyed comprising of 50 samples from special schools and 50 from general schools. The data was analyzed through independent sample T-Test to find out the differences in perspectives between the two groups of teachers. Result: Considerable difference in the perceptions of special education and general education teachers were inferred from this study. As a whole, special education teachers agreed more on the presence of gender differences regarding the physical or biological aspects of gender such as puberty and acquisition of motor skills. On the contrary, general education teachers agreed more on the presence of gender differences of their students in terms of the mental, aspects of gender such as learning style, dealing with stress and creativity. Conclusion: It was thus concluded that as gender is such a complex issue, it would be beneficial for teachers to undergo gender training where they can be sensitized on the related issues.
Abstract
Purpose: This study focused on the differences in perspectives of general education and special education teachers regarding gender related issues. Method: For this purpose, data was collected through questionnaires and participants were selected via random sampling method. 100 teachers from Kathmandu valley which includes Lalitpur, Bhaktapur and Kathmandu districts were surveyed comprising of 50 samples from special schools and 50 from general schools. The data was analyzed through independent sample T-Test to find out the differences in perspectives between the two groups of teachers. Result: Considerable difference in the perceptions of special education and general education teachers were inferred from this study. As a whole, special education teachers agreed more on the presence of gender differences regarding the physical or biological aspects of gender such as puberty and acquisition of motor skills. On the contrary, general education teachers agreed more on the presence of gender differences of their students in terms of the mental, aspects of gender such as learning style, dealing with stress and creativity. Conclusion: It was thus concluded that as gender is such a complex issue, it would be beneficial for teachers to undergo gender training where they can be sensitized on the related issues.
참고문헌 (31)
- Abraham, A, "Gender and creativity: an overview of psychological and neuroscientific literature", Brain Imaging and Behavior, 10(2), pp.1~10 (2016)
- "Stress and Gender" (2010)[URL]
- Asian Development Bank, "Overview of Gender Equality and Social Inclusion in Nepal" (2010), Asian Development Bank
- Beaman, R, "Differential teacher attention to boys and girls in the classroom", Educational Review, 58(Issue 3), pp.339~366 (2006)
- "End Poverty in South Asia" (2017)[URL]
- "Gender Bias in Education" (2015)[URL]
- "Smart Boys, Bad Grades" (2006)[URL]
- Dhungana, B, "The lives of disabled women in Nepal : vulnerability without support", Disability & Society, 21(2), pp.133~146 (2006)
- Eide, A. H, "Living Conditions Among People with Disability in Nepal" (2016), Handicap International Nepal
- Greenblatt, A, "Gender and ethnicity bias in the assessment of attention deficit disorder", Social Work in Education, 16, pp.89~96 (1994)
- Grover, S. R, "Gynaecological issues in adolescents with disability", Journal of Paediatrics and Child Health, pp.610~613 (2011)
- Halpern, D. F, "Sex differences in intelligence: Implications for education", American Psychologist, 52(10), pp.1091~1102 (1997)
- Hamre, B, "Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade", Child Development, 72, pp.625~638 (2001)
- Ifegbesan, A, "Gender-Stereotypes Belief and Practices in the Classroom: The Nigerian Post-Primary School Teachers’", Global Journal of Human Social Science;Massachusetts, USA, 10(4), pp.29~36 (2010)
- Ikeda, T, "Relationships between gender difference in motor performance and age, movement skills and physical fitness among 3 to 6 year old Japanese children based on effect size calculated by meta-analysis", School Health, 5, pp.9~23 (2009)
- Junaid, K. A, "Differences in the Attainment of Motor Skills on the Movement Assessment Battery for Children", Physical & Occupational Therapy in Pediatrics, 26(1-2), pp.5~11 (2006)
- Kvande, M. N, "Selection for special education services : the role of gender and socio-economic status", European Journal of Special Needs Education, 33(4), pp.510~524 (2018)
- Lamichhane, K, "Disability and barriers to education : evidence from Nepal", Scandinavian Journal of Disability Research, 15(4), pp.311~324 (2013)
- Matud, M. P, "Gender differences in creative thinking", Personality and Individual Differences, 43, pp.1137~1147 (2007)
- Ministry of Education, "School Sector Reform Plan" (2015), Govt. of Nepal, Ministry of Education
- Nonis, K. P, "The gross motor skills of children with mild learning disabilities", International Joural of Special Education, 29(2), pp.1~6 (2014)
- Östberg, V, "The Complexity of Stress in Mid-Adolescent Girls and Boys: Findings from the Multiple Methods School Stress and Support Study", Child Indicators Research, 8(2), pp.403~423 (2014)
- Pomerantz, E. M, "Making the grade but feeling distressed : Gender differences in academic performance and internal distress", Journal of Educational Psychology, 94(2), pp.396~404 (2002)
- Ponitz, C. C, "Early adjustment, gender differences, and classroom organizational climate in first grade", The Elementary School Journal, 110(2), pp.142~162 (2009)
- Root II, R. W, "An update on the diagnosis and treatment of attention-deficit", hyperactivity disorder in children, 2003, pp.34(1), 34~41
- Rousso, H, "Education for All: a gender and disability perspective" (2003), UNESCO
- Salanauskaitė, L, "Study and work in the EU : set apart by gender" (2018), Publications Office of the European Union
- Shepardson, D, "Gender Bias in Female Elementary Teachers’Perceptions of the Scientific Ability of Students", Science Education, 76(2), pp.147~153 (1992)
- "Male Gender Disparity Gap: Does Gender Impact Education" (2015)[URL]
- Terrier, C, "Boys Lag Behind: How Teachers’ Gender Biases Affect Student Achievement" (2016), Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor
- Unicef, "Towards Gender Equality in Education: Progress and Challenges in Asia Pacific Region" (2009), Unicef