Exam 1 Flashcards
refers to the biological differences between men and women.
Sex
is a social and cultural construct, which distinguishes differences in the attributes of men and women, and accordingly refers to the roles and responsibilities of men and women. Gender-based roles and other attributes, therefore, change over time and vary with different cultural contexts. The concept of gender includes the expectations held about the characteristics, aptitudes and likely behaviors of both women and men (femininity and masculinity).
Gender
is a fundamental aspect of human physiology. It encompasses sex, gender identities and roles, sexual orientation, and reproduction. – is experienced and expressed in various forms and manners, including thoughts, fantasies, desires, beliefs, attitudes, values, behaviors, practices, roles and relationships. — is not always experienced/expressed openly and in a direct manner. It is influenced by the interaction of physical, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors.
Sexuality
is a numerical concept. — in education implies that the same number of boys and girls receive educational services at different levels and in diverse forms.
Gender parity
is the process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the disadvantages that prevent women and men from operating on an even playing field. For instance, countries where female students outnumber their male counterparts at the tertiary education level particularly in science and technology fields) can introduce a quota system or affirmative action. This helps to ensure that the same or increased number of female students are enrolled in this field at the university level.
Gender equity
means that women and men have equal conditions, treatment and opportunities for realizing their full potential, human rights and dignity, and for contributing to (and benefiting from) economic, social, cultural and political development. Gender equality is, therefore, the equal valuing by society of the similarities and the differences of men and women, and the roles they play. It is based on women and men being full partners in their home, community and society.
Gender equality
in education is the process of assessing the implications for girls and boys/women and men of any planned action, including legislation, policies or programs, at all levels of the education system.
Gender mainstreaming
is about people, both women and men, taking control over their lives: setting their own agendas, developing skills (including life skills), building self-confidence, solving problems and developing self-reliance. Education facilitates this process of empowerment, enables boys and girls to question existing inequalities, as well as act for change
Empowerment
are immediate, material daily needs such as water, shelter, clothes and food. Addressing women’s practical needs means focusing on releasing women from water fetching, promoting skills development education, and supporting income-generating activities that improve impoverished conditions faced by women and their families.
Practical needs
are long-term in nature, not necessarily material, and often related to structural changes in society. Interventions based on strategic gender interests focus on fundamental issues related to women’s (or, less often, men’s) subordination and gender inequities. In education, strategic gender interests focus on creating an enabling educational environment to prevent gender-biased attitudes and practices from taking hold, and promoting the empowerment of women and girls so that they can take control over their lives, by being active change agents.
Strategic gender interests
investigates the different experiences, knowledge and activities of women and men in a given context. It explores these differences so that policies, programs and projects can identify and meet the different needs of men and women. — is usually supported by the use of sex-disaggregated information and data, and requires good understanding of and sensitivity to the socio-cultural context.
In the area of education, gender analysis can be integrated into curriculum analysis to assess how a given curriculum may have an impact on boys’ and girls’ learning attitudes, motivation and achievements, as well as how they perceive themselves.
Gender analysis
is the failure to recognize that the roles and responsibilities of men/boys and women/girls are given to them in specific social, cultural, economic and political contexts and backgrounds. Projects, programs, policies and attitudes which are gender-blind do not take into account these different roles and their diverse needs, maintain status quo, and will not help transform the unequal structure of gender relations.
For instance, a gender-blind teacher may think that school education is gender-neutral because there is no difference between boys and girls in teaching and learning. However, in reality, teachers’ unconscious gender-stereotyped attitudes and biases can affect classroom practices, and result in differential treatment towards both boys and girls.
Gender blindness
is an understanding that there are socially and culturally determined differences between women and men based on learned behavior, which affect their ability to access and control resources. A school head who is —— will understand that special attention should be given to the way education is delivered to both male and female students because society (and, more specifically, teachers), may value girls and boys differently. This has implications for their learning.
Gender awareness
gender-aware
encompasses the ability to acknowledge and highlight existing gender differences, issues and inequalities, and incorporate these into strategies and actions.
However, it does not mean that someone who is —— has gender-responsive attitudes because a gender-sensitive person does not necessarily take action.
Gender sensitivity
associate with actions or concrete measures that reflect the unique needs, aspirations and capacities of men and women. However, they do not necessarily challenge biased and discriminatory policies, practices, ideas and beliefs.
Gender-responsive policies and interventions
