Angry white men: Gendered responses to inclusive teacher education
RMIT University, Australia
2016 witnessed a consolidation of a Western brand of ‘populist authoritarianism’ that draws upon the 19th Century tropes of the shady immigrant, the sexual deviant and the undeserving poor to create ‘shared objects of loathing’ (Brown, 2006) in the popular imagination. We are witnessing a collective turn away from discourses of equity and inclusion within mainstream politics, and a rise nationalism that positions the (working class) white male as part of a ‘silent majority’ that has been ignored by successive neoliberal regimes.
This paper engages with the implications of the ‘post-truth’ era for higher education and reports on a small study carried out with six higher educators who teach compulsory classes based on inclusion and diversity within the practice-based disciplines of nursing and teacher education in Australia. The paper uses the work of feminist theorists to explore gendered responses to pedagogical encounters recounted in the data, and examines aversive responses from white male students that were experienced by participants. I will offer a reading of these experiences that links white male objections, particularly around the teaching of gender and race, to the growth of neoconservatism that precipitated the contemporary rise of populist authoritarianism. The pedagogical encounters that I explore reflect the notion that the white male is a figure that is brought undone by allowing the subaltern to speak. The paper also explores what it means to teach as the Other within the contemporary milieu, as all six participants are queer and/or people of colour.
GenderMINT 4.0 – A Longitudinal Study on Women in STEM Degree Programmes: Transition from High School to University and Disposition
Technical University of Munich, Germany
The environment of the study and vocational orientation for women in STEM professions has changed considerably in recent years. Digitization contributes to the flexibilisation but also to the eradication of the job world. Measures for the promotion of women in STEM lead to initial success and while student and graduate numbers are rising slightly so does the proportion of women. At the same time, socialization-induced changes in attitudes among young women have to be diagnosed, which influence their decisions on life and work.
This educational divide is highlighted by the longitudinal study "GenderMINT 4.0" which started in October 2016 and is funded by the German Federal Ministry of Education and Research (BMBF). It examines the effects of different influences on the study choice and the study success of women in STEM, how gender and diversity-oriented change processes in universities and enterprises work in this context and how the interactions of the various influences on the process of career choices. To this end, a method mix of quantitative and qualitative social research is implemented: Students at High School, STEM students at university, companies and universities are surveyed and interviewed in order to examine the course of studies and the career advancement of women in STEM fields in a deepening and comprehensive manner and to identify relevant cultural and structural changes in universities and enterprises. The results lead to recommendations for the improvement of measures for gender and diversity-related generation of young people and serve the development of a specific further training format for actors in STEM fields. Results from the first wave of surveys are expected to be available in Q3 2017.
Exploring Gender (In)equality in Education in Turkish Schools
Social Sciences University of Ankara, Turkey
The project titled “Promoting Gender Equality in Education” aimed at contributing to the goal of achieving gender equality in Turkey has been developed with the support of and co-financed by the European Union and the Ministry of National Education (MoNE) of Turkey. The project was implemented in 40 pilot schools selected in 10 provinces, namely Batman, Erzurum, İzmir, Karaman, Malatya, Mardin, Sivas, Şanlıurfa, Samsun and Trabzon. The target groups of the projects were teachers, school administrators, inspectors, school counsellors; preschool, elementary school, secondary school, high school students and their parents, and policy makers and NGOs and civil society organizations operating in the field of education and gender. This paper will discuss basic findings and implementations of the project’s baseline and needs assessment study whose purpose was to identify and assess the current situation of schools in terms of gender equality and gender sensitive school environment from the perspectives of students, teachers, school principals, inspectors, parents, MoNE personnel in provincial offices, unions and MoNE personnel employed in the central organization. The study mainly focused on the following questions: What are the views and attitudes of the participants on gender and gender equality? What are the views of the participants on physical conditions of schools and classrooms? What are the views of the participants on school and classroom practices? To what extent the physical conditions and school and classroom practices are gender sensitive in the pilot schools of the project? What are the recommendations of the participants for ensuring gender sensitive schools? Results will be interpreted within the socio-cultural context of Turkish society.
Parents’ Engagement in Schooling: Why Do Boys Receive More Support than Girls?
Alma Mater Studiorum-University of Bologna, Italy
Sociologists of education have devoted relatively little attention to examining whether, and to what extent, parents interact with schools and teachers, on what issues and whether such engagement varies *according to children’s gender*. This often overlooked topic deserves to be explored, since students’ academic success is closely associated with the degree of parental involvement and participation in school activities. Prior analyses of data drawn from PISA (Programme for International Student Assessment) shows that the parents of female students are significantly *less* likely (with respect to parents of boys) to meet with teachers, even controlling for other relevant variables (ethnic identity, social origins, academic performance). But it has been difficult to identify underlying causes, due to the lack of data concerning parental engagement in PISA databases. Are girls simply less “problematic”, or are they being put in a disadvantageous position? PISA’s 2015 edition, however, includes significantly more extensive information on parental engagement, pertaining to both support for children and interaction with schools; it appears plausible, therefore, that secondary analysis of PISA 2015 data will be able to shed light on this gender gap, lead to a deeper understanding of parents’ engagement, and offer insights about girls’ confidence gaps and career aspirations linked to maths and science. The analysis will focus primarily on Italy but will also feature a comparative approach involving other European countries administering the PISA parent questionnaire.