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This article explores the potential for martial arts to support transformation and community building for women. Findings indicate women can derive many individual benefits from learning martial arts. Yet, the benefits must extend beyond the individual level to create social change. Based on an evaluation of literature on women's experiences learning martial arts, I use my perspective as an adult education researcher and a feminist lens to propose creative approaches to supporting women in learning martial arts. Supporting women in learning martial arts requires promoting creativity and invention in practice. Feminist new materialism, transformative learning theory, and communities of practice are the theories that guide the direction of this article. The major contribution of this article is to offer creative approaches for imagining a feminist praxis through martial arts that could foster learning environments that encourage self-determination and build social support and resistance to hetero-patriarchal power and gender inequity, which has relevance to broader educational settings and communities.

Identity, as important focus of psychosocial development, are closely related to self silencing and gender roles. Identity development is different in two genders and studies on young women in terms of identity development is limited. Being a part of a formal education or not is also important in identity development as well. Therefore, in this study, it is aimed to investigate the effects of gender roles and self-silencing on identity functions in women. Another purpose of this study is to examine whether the identity functions of women with and without university education differ. 269 young women from vocational training courses and 234 young women from universities participated in the research. Functions of Identity Scale, Silencing the Self Scale, Bem Sex Role Inventory, and demographic information form were utilized to women in a both individual and group session. According to Structural Equation Modelling results, gender roles were found directly and indirectly effective through self silencing on functions of identity. Direct relationships have shown that feminine gender characteristics increase self-silence while masculine gender features decrease self silencing. Self silencing also reduces identity functions. Self silencing mediated the relations between gender roles and functions of identity in young women. In addition, according to MANOVA results, functions of identity didn't differ significantly according to education. Finally, the findings were discussed in the context of gender roles and self-silencing in raising the level of identity functions of women considering education context.

This research captures early childhood educators' (ECEs') perspectives when communicating with families about their children's diverse gender expression. Since families and ECEs play a pivotal role in shaping young children's understandings of gender it is necessary to learn more about ECEs' communications with families. The data that informs this paper is derived from a qualitative research study that used semi-structured focus groups with 15 ECEs who work with young children, ages 3-5 years, at licensed early childhood centres in Halifax, Nova Scotia, Canada. The ECEs were invited to participate in two focus group sessions to discuss their experiences after recalling conversations with families whose children identify outside the traditional constructs of masculine boy/feminine girl. One central finding the ECEs observe is the displeasure fathers have when their sons engage in feminine interests, including the affective actions the fathers then take to remove stereotypically feminine coded activities from their sons' lives. This research highlights the need for ongoing early childhood education training on gender diversity to better support non-binary, transgender children, and children from 2SLGBTQIA+ families.

As social media use has risen, teachers have also taken up the medium in specific ways. This study investigates the ways in which teachers are using Instagram, particularly at a moment in time during a global pandemic, when teachers are both more isolated and dealing with multiple modes of instruction, many that involve some new use of instructional technology. Top posts made by teachers using the hashtag #teachersofinstagram are categorized and analyzed using a feminist critical discourse analysis through a visual methodology. Findings indicate that the top posts on #teachersofinstragram portray teachers as heteronormative White females with a focus on sharing the positive aesthetics of the teacher, her classroom, and her life, but that teachers are also experiencing stress and resilience as they connect with other teachers on this platform.

Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers' life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers' femininities are embodied in teachers' practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.

In the field of physics education research, numerous studies have been dedicated to investigating the relationship between gender identity and physics learning. However, these studies have predominantly employed binary gender measurement methods, which may limit the range of research questions that can be explored and impede the discovery of crucial insights. In this study, we adapted gradational measures from prior research to investigate students' self-identified femininity, masculinity, and androgyny, as well as their reflected appraisal of femininity, masculinity, and androgyny (i.e., perceptions of how others perceive them) in both algebra-based and calculus-based introductory physics courses. The use of gradational measures revealed significant variation in students' self-identified femininity, masculinity, and androgyny within the binary categories of women and men, providing new insights into gender dynamics in physics. We found that self-identified women in the calculus-based courses, where they are underrepresented, tend to perceive themselves as more masculine and less feminine than how they believe others perceive them. Similarly, students of color are also more likely than White students to perceive themselves as more masculine than they believe others perceive them. Using structural equation modeling, we found that students' gender stigma consciousness plays an important role in mediating the effects of identifying as women and students of color on the observed discrepancies. Additionally, we found that women also exhibit a tendency to perceive themselves as more androgynous than they believe others perceive them in both algebra-based and calculus-based physics courses, and this phenomenon is also related to gender stigma consciousness. Moreover, our analyses revealed that students in the calculus-based courses tend to have a higher level of gender stigma consciousness even after controlling for gender and race. Our findings underscore the potential of gradational gender measurements in deepening our understanding of gender-related issues in physics education, shedding light on the complex interplay between students' gender identity, perceptions from others, and their educational experiences in the field.

The present study addresses the gender gap in leadership roles in Mexico through the lens of three leadership constructs. The objective was to compare female and male individual cultural values to explain differences in leadership style and agentic behavior. The sample consisted of 185 graduate students in Baja California, Mexico. Participants were surveyed using the Short Schwartz Value Scale. The responses were analyzed by running independent samples t-tests. The results suggest that males attribute greater importance to Power and Achievement values, which are associated with transformational and transactional leadership constructs. No differences were found across several values associated with other transformational, transactional, and transformative leadership constructs. The implication is that aspiring female leaders should embrace agentic behaviors in pursuit of ambitious goals along with seeking to create democratic and just workplaces. This study is novel because it uses individual cultural values as leadership variables, an approach that is seldom employed, but worth exploring.

Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students' backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students' experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

This review is aimed at exploring the association between the two aspects of Hofstede's model i.e. cultural dimensions with language learning behaviours and learning styles under different cultural contexts and learning environments. Although there are many models of cultural dimensions, Hofstede's model has been selected for this study because of its relatively high popularity. The language learning environments discussed in this study include a vast number of types of learning such as the classroom, online, web-based, self-directed, blended and mobile learning. Further, cultural contexts of single, dual or more than two countries are included here. Available literature on the reviewed topic has been selected using Google Scholar as the main search engine with suitable search terms and periods of searches to ensure the availability of maximum number of research reports. Generally, power distance, individualism/collectivism, uncertainty avoidance, masculinity /femininity and to a lesser extent, orientation, either in the long term or the short term, have been associated with cultural dimensions, learning styles and behaviours. Kolb's (2005) is the most accepted learning styles' categorisation. Differences in cultures of nations have been found to be relevant to the learning behaviours and styles in a number of studies. The relationship of the above four dimensions in the case of single or multiple nations have been described by several authors. The relationship of cultural dimensions with language learning environments like classroom, online, web-based and self-directed have been studied. Most studies were on online learning environments. However, there is lack of studies on learning styles in online environments and their relationship to the cultural dimensions, and hence, there should be more studies on this aspect. Even after reviewing a large number of studies the question remains: Are we ready with a definite answer on what approaches are required to motivate learners to adopt specific learning styles in specific cultural contexts for most beneficial learning outcomes to them?

The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z's education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede's Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using "Google Forms". The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.

Traditionally, Black communities have used humor to talk back to those in power while avoiding what the author calls "the dominant gaze." She argues that Black humor acts as a resistance, especially when considered through the lens of play. Drawing from cultural play literature, critical race studies, and the literature about Black humor, she considers two related case studies based on the hashtags #PermitPatty and #Karen to explore the response of Black people to white femininity. The first case concerns the circulation of the phrase "Permit Patty" in response to a white woman who called the police against a young Black girl for selling water on the sidewalk. The second details the use of the name "Karen" online, highlighting how white women align themselves with police to oppress African Americans. The author concludes that Black online users deploy elements of humor, such as the omniscient narrator and inverse stereotyping, to call attention to this reliance of white womanhood on the police state, often at the expense of Black and Brown people, and children in particular.

Women's representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women's low participation in leadership roles because the patriarchal culture still strongly influences people's perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to identify women's leadership style in Elementary School 002, Muara Badak District. The results showed that the principal in Muara Badak District prefers masculine characters and maintains a feminine character. It has an impact on assertiveness in controlling the school management process. Second, in carrying out school management functions, the principal's leadership style applies a democratic leadership style. As a leader, participation seeks to provide trust and establish good communication by prioritising teamwork in decision-making.

The article discusses how young females navigate and develop a solid sense of two worlds in order to be perceived a 'good girl' that can be positioned within the society and maintain the female gender identity that is expected of them in the future. One world is where they are expected to show all the attributes of femininity and beauty and the other world is where they are required to develop a strong sense of 'self-control', to be 'a good girl' who complies with societal confinements and restrictions on their female body and mobility. This article has emerged from a doctorate research entitled: The Making of a Good Woman: Analysing children's narratives on female gender identity and role in pre-school Saudi Arabia. It was a study into how female gender identity is constructed in the Kingdom of Saudi Arabia (KSA) by analysing children's (young girls 4-6 years) perspectives within pre-school, exploring their perceptions of female identity and role in the KSA. Exploring the ways in which gender identities were interpreted and manifested; studying the influences, apparent ideologies and discourses that affect female gender construction. Through the analysis of the data, interesting results emerged that exposed the consideration of gender roles, permissible and non-permissible behaviour and attitudes, and the realisation that female gender is often constructed, in the KSA, through fear and restrictions.

The purpose of this study is to investigate gender roles in vocational high schools. Hence, this study attempted to determine whether gender distributions in schools are influential in the gender roles of students. The sample included 423 students studying in five different types of high schools (vocational, health, multi-program, girls' vocational, and boys' religious). The study was designed in the survey model. Bem's Gender Role Inventory was used to collect the data. The results of the research revealed the differences between sex and gender roles. In addition to that, there was a significant difference in the gender role ratios of male and female students, depending on the type of high school. To conclude, gender weight in the vocational school affects gender roles, primarily vocational high schools.

Underrepresentation of women in physics is a prominent issue in the western countries. Since physics teachers are in a unique position to affect new generations of students, it has been suggested that they are an important part of the solution. In this paper, we explore how trainee physics teachers create spaces for themselves as learners of physics while negotiating their positioning as women and trainee teachers. The empirical data consist of interviews with 17 trainee physics students, and the analysis focuses predominantly on the identity negotiations of three woman students. We find that the women simultaneously submit to and master a "physics nerd" discourse that connects physics with nerdiness, masculinity, and intelligence, which enables them to successfully create subject positions incorporating physics student, teacher-student, femininity, and constructive study practice. This is of particular importance to trainee physics teachers, who will be responsible for creating inclusive and productive physics learning environments for their students.

This article presents results from qualitative research on children's dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers' gender discourses and personal epistemologies, on the construction of children's gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of "hegemonic masculinity" and "emphasised femininity", with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and "normalises" children's perception of "right" gender practices, by reflecting and mirroring teachers' gender-typed expectations and a value system based on an objectivist personal epistemology that implicitly promotes "feminine" values of subordination, peace, silence and obedience. The findings suggest the need for research focusing particularly on the relationship between teachers' epistemological theories and the dominant gender discourses in kindergarten. It is also recommended that Montenegro's early childhood education policy and strategy documents consider and elaborate more thoroughly the concept of gender identity and gender-flexible pedagogies.

We investigated how the endorsement of gender stereotypes affects disciplinary identity across three different science-technology-engineering-mathematics (STEM) areas: physics, biology, and chemistry, and whether such relationship is mediated by self-concept constructs, such as self-efficacy and perceived academic control. Building on the ambivalent sexism theory and masculine ideology paradigm, we focused on gender stereotypes based on hostile and benevolent sexism and on male role norms. A sample of 1406 Italian high school students (girls = 742) was involved in the study. Structural equation modeling was used to test the hypothesized relationships. Results show that the adherence to male role norms and the rejection of hostile sexism have a significant effect on the development of a disciplinary identity in the three targeted STEM domains. However, such an effect is fully mediated by self-efficacy and perceived academic control. Moreover, the identity in the three addressed STEM domains is differently affected by the endorsement of stereotypes, with physics and biology being more largely affected than chemistry. More importantly, the endorsement of hostile sexism stereotypes significantly decreases the perceived self-efficacy, while higher levels of perceived academic control are predicted by higher levels of endorsement of male role norms, for both girls and boys. Our findings suggest that to reduce the perception of femininity as incongruent with STEM identification, it would be necessary to deconstruct the masculine view of self-efficacy and academic control.

Variance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Harding's (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Harding's three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means "to be technical", despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology.

This study investigates the role of national culture in succession planning. Higher education institutions ought to learn from corporate succession planning practices; nevertheless, succession planning principles must be adapted as needed to meet the unique needs of each institution. Studies of the influence of culture on succession planning in higher education institutions have not yet revealed the specific impact of national culture on succession planning. We use Hofstede's national culture dimensions, which are power distance, collectivism, masculinity, uncertainty avoidance and long-term orientation. Data were gathered from five universities in Malaysia, and were analyzed using structural equation modeling. Our findings show that the national culture of university employees influences succession planning. This study contributes to existing understanding of factors affecting succession planning, points towards further research, helps practitioners by demonstrating the importance of taking national culture into account and indicates the importance of implementing succession planning in public universities in Malaysia.

This study investigated how gender and sports capital are expressed in sports leaders' talk about sports for young people with a refugee background. Empirical data were derived from four focus group interviews representing 21 sports club leaders in Sweden. The leaders defined boys and girls as distinct groups but also as groups within which there are differences. Compared with the boys, the girls were presented with lesser possibilities to participate in sports. According to the leaders, the differences in the group of girls rested on that the sports culture in the girls' country of origin, which may be more or less permissive for girls to be engaged in sports, whereas differences within the group of boys were understood in terms of bodies and mentalities.

Little international research exists on EFL (English as a Foreign Language) student teachers regarding non-normative corporalities: transgender and blind identities. Similarly, few studies in Colombia have investigated transgender/blind EFL student teachers to understand the various dimensions of their identities. This research study explores the transgender/blind identities of an EFL student teacher in Colombia. The study interpreted identity as multiple and fluid in order to understand how transgender identity serves as a lens to shape the process of becoming a teacher. Findings suggest that transgender/blind identities are molded from experiences that either modify or re-construct the self. The study revealed that the notion of gender/disability is contested when the idea of transgender/ blind works as a personal mechanism to question the existing normativity of one's own body and self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind status.

This article presents and combines theories and philosophies on the spiritual rebirthing and ascension process emanating from psychology, comparative mythology, and comparative religion. It addresses various states of the soul encountered on the mystical journey to Divine Union and the various ways God assists human beings in completing this process, both personally and collectively. The analysis of the soul regeneration process -- the science of the saints -- addresses human sanctification during earthly existence and eventually beyond if the worldly life does not suffice to complete this process. Furthermore, the role of the Divine Feminine in salvation history is highlighted as well as the importance of the alchemical communion between divine counterparts in the inauguration of the Millennium of Peace leading toward the New Jerusalem

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, "The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders." The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.

The aim of this study is to determine the relationship between the Body Areas Satisfaction Levels and Gender Roles of female wrestlers. The sample of the study is constituted by 39 female wrestlers in Turkey Olympic Preparation Center in Edirne in 2017. As the data collection tool in the research; to determine the Body Areas Satisfaction Levels "Multidimensional Body-Self Relations Scale", to determine the gender roles "BEM Gender Role Inventory" was used. In the evaluation of the data obtained, SPSS 20.0 statistics program was used. In the analysis of data, descriptive statistics; in paired comparisons, t-test; and in multiple comparisons, ANOVA test was used. As a result of statistical analysis made, it was observed that, of the female wrestlers; 15.4% had masculine, 35.9% had feminine, 17.9% had androgynous and 30.8% had unclear gender role behaviours. Significant differences were found between the score of femininity characteristics and score of masculinity characteristics and score of social acceptability characteristics (p<0.05). According to body mass index (BMI), regarding the clauses on satisfaction with body areas, there is significant difference; between the normal weight and the over weight as per the clause "I am satisfied with my lower body"; between the overweight and the thin and the normal weight as per the clause "I am satisfied with my central body"; between the weak athletes and normal weight athletes as per the clause "I am satisfied with muscle structure"; between the normal weight and over weight athletes as per the clause "I am satisfied with my weight" (P<0.05). There was no significant difference according to BMI variable in the clauses "I'm satisfied with my face", "I'm satisfied with my hair", "I'm satisfied with my upper body", "I'm satisfied with my height" and "I'm satisfied with my overall appearance."

The Bem Sex-Role Inventory (BSRI), conducted by Hart et al. (2008) and adapted to Turkish by Dogan as Social Appearance Anxiety Scale (SAAS) (Dogan, 2010) was used in our study. In the analysis of the data, t-test and ANOVA test were used. As a result; There was a significant difference between female athletes' hormone use variable and appearance anxiety and gender role (p <0.05). It was determined that female athletes using hormone had appearance anxiety. A significant difference was found between maternal educational status and appearance anxiety and gender role. A significant difference was found between the paternal education status variable and the masculine gender role. A significant negative correlation was found between the age variable and appearance anxiety of female athletes. There was a positive relationship between appearance anxiety and masculine gender role. When the gender role values increase the values of appearance anxiety increase. It is recommended that special contact with women athletes who go beyond the social gender norms should be established according to expert opinions and all actors such as sports managers, trainer, sportsman, referee, physical education teacher etc. should be informed. In order to increase the proportion of women engaged in sports in the society, to support the girls who are new to the sports and not to create false opinions about the sportswomen, it is recommended to put forward the role models suitable for the female athlete profile.

This article is a critical reflection of the role of gender in the delivery of a higher education course based on the Inside-Out Prison Exchange Programme. Related concepts such as hegemonic masculinity, heteronormativity, and intersectionality are discussed within the prison education setting. This reflection primarily draws on critical incidents from the experiences of the first three authors facilitating a higher education course in a women's prison in England. One major reflection is that learning in a group of "inside" and "outside" students, all self-identified women, who vary along the dimensions of age, class, ethnicity, nationality and sexual expression, presented unique dynamics. This included working with both collectiveness and difference, gender-aligned expectations about behaviour, and experiences of control, criminal justice and higher education. Additionally, all four authors' experiences of delivering various higher education courses under different prison-education partnership models in both men and women's prisons allows for comparison and reflection on the institutional reproduction of gender norms. These reflections point to the conclusion that, despite the strong presence of intersectional divisions, gender can become a uniting force when working with an all-women student group, fostering critical thinking and engagement with challenging structural issues. However, further reflection considers that being gender-conscious in the classroom should not be limited to all-women student cohorts, as this is exactly what may enable facilitators to tackle some of the issues produced by hegemonic masculinity in a mixed prison classroom.

In this study, Finnish ninth graders' and their school guidance counselors' views concerning ninth graders' perceptions of gender-appropriateness of occupations were examined. Special interest was placed on evaluating if ninth graders bring out any gender stereotypical perceptions regarding science, technology, engineering or mathematics (STEM) occupations. The data were gathered with the aid of an online survey (246 pupils) and semi-structured interviews (7 school guidance counselors). Ninth graders referred mostly to masculine physical dimension when justifying certain occupations being more suitable for men than for women. Respectively, they referred mostly to gender-typical interest when justifying certain occupations to be more suitable for women than for men. Boys presented more gender stereotypical perceptions of occupations than girls did. Boys also considered their own gender affecting their occupational preferences stronger than girls did. Guidance counselors reported ninth graders' perceptions of occupations being still very gender-stereotypic and influencing on academic and occupational choices. To address occupational gender segregation, it is necessary to develop novel methods and materials recognizing gender stereotypes and demonstrating up-to-date STEM career knowledge.

Courses in gender communication are designed to enable students to examine the role of gender and gender identity in everyday communication. To aid them to understand gender communication, they should be exposed to at least three foundational areas and supporting content. Sex and gender differences, the social construction of gender, and theoretical gender lenses (biological, psychological, and critical/cultural) are critical foundations that students should grasp to recognize the complexity of gender and gender communication.

Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.

The purpose of this study was to determine the managerial and cultural values adopted by managers working in universities and whether these values differ according to gender, age, professional experience, managerial experience, and their faculties. This study was conducted as a survey. The participants of this study were composed of 100 deans, vice deans, and heads of departments in Afyon Kocatepe University. Study data were collected using the Managerial and Cultural Values Adopted by the Managers Scale developed by Turan, Durceylan and Sisman (2005). This study showed that university managers adopted feminine values more commonly, were closer to a collectivist value dimension, the power distance was higher, and ambiguity avoidance was lower.

This paper discusses the influence of cultural dimensions on Massive Open Online Course (MOOC) introductory videos. The study examined the introductory videos produced by three universities on Coursera platforms using communication theory and Hofstede's cultural dimensions. The results show that introductory videos in MOOCs are influenced by the national culture of the country in which the university is based. Based on this finding, this paper raises interesting questions about the effect of these cultural elements on potential learners from different countries and cultures around the world. The paper also makes suggestions about introductory video production in MOOCs.

Applying a critical gendered lens, this article examines academic leadership ideals. It draws on a content analysis of job advertisements for Vice-Chancellors at Swedish higher education institutions from 1990 until 2018. The aim of the article is to investigate to what extent masculine or feminine wordings have been used to describe the ideal Vice-Chancellor in these documents. The analysis reveals that a shift in the leadership ideal has taken place during the time period investigated. Before this shift, during the 1990s, the ideal Vice-Chancellor was described as competitive, bold, strong, tough, decisive, driven, and assertive. These wordings are still included in the job advertisements from the 2000s and the 2010s. However, a more communicative and collaborative leadership ideal also emerges during these decades. There is thus a significant shift in how the leadership ideal is described. This shift is analyzed from a gendered perspective, suggesting that the traditional masculine-biased leadership ideal has decreased in influence with the feminine, transformational leadership ideal acting as a counterweight. The article argues that the shift in leadership ideals, as constructed in the job advertisements, mirrors the increase of women Vice-Chancellors appointed in the Swedish higher education sector.

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); uncertainty avoidance index (UAI); masculinity/femininity (MAS); and long-term orientation versus short-term orientation (LTO); are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede's five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country's particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education.

In this article, I argue that women in senior leadership positions in universities continue to face a number of tensions and ambiguities in their everyday working lives. Drawing on the metaphors of 'looking good' and 'being good', I highlight the gendered assumptions that senior women encounter. As senior leaders, women are simultaneously required to negotiate an inherently masculine culture yet at the same time are expected to exercise a level of femininity. Their physical presence, appearance, clothing, gestures, and behaviours are central to the bodily exercise of leadership. As the data presented illustrate, women's leadership bodies and bodily performances reflect gendered institutional norms and assumptions about how leaders should look and act.

When romantic encounters come to an end they often evoke a plethora of feelings associated with "breaking up". This article explores this issue in relation to a number of adolescent girls' views on this topic which emerged during focus group discussions about Eminem's song "Foolish Pride." The lyrics of this song convey resentment towards an ex-girlfriend and accentuate racial elements which, in the words of the song, could be summed up as "Never date a Black girl because Blacks only want your money." Data were collected in two school settings, involving female students of different nationalities, in order to discover students' reactions to the provocative lyrics that demonstrate how meanings that surround the end of a romantic relationship are shaped and produced within the intersectionality of gender and race. A diffractive model of analysis is adopted to explore the girls' concerns with the misogynistic tone underlying this rap song. The girls' opposition to boys emerges as a central theme. Underlying this resistance however there was also an affirmation of heteronormative femininity. The girls' perspectives suggest that although students do not passively absorb racialised and heterosexualised constructions of gender, their apprehension of messages mediated through popular media could affirm the gender divide. It could also reinforce estrangements between teenage boys and girls that the media promotes.

Objective of this study is to examine the correlation the quality of paternity, gender roles and communication skills of fathers. The scores in the scale of supporting developmental tasks were used in order to determine the quality of paternity. The other data collection tools were the BEM sex role inventory and the communication skills inventory. The study included a multiple regression analysis for predicting the quality of paternity. The multiple regression analysis suggested that the scores in the "behavioral", "emotional" and "cognitive" sub-dimensions of the communication skills inventory and those in the "femininity" and "masculinity" sub-scales of the BEM sex role inventory can account for the scores in the scale of supporting developmental tasks at a rate of 31%. It was concluded that those fathers who display feminine traits and those who communicate with their children through an "emotional" or "behavioral" communication language support their children's process of development in a more effective way.

This article examines the relationships between the embodiment of dramatic characters, gender, and identity. It draws on ethnographic data based on observations and interviews with 24 drama teachers and senior secondary drama students in Western Australia. We explore how student becomings in year 12 drama classrooms are mediated and constituted through socially overcoded gender binaries in a dominant neoliberal culture of competitive performativity. We ask the questions: What constructions of femininity and masculinity are students embodying from popular dramatic texts in the drama classroom at a critical time in their social and emotional development? Are these constructions empowering? Or disempowering? What factors are influencing teachers' choices of texts for their predominantly female students? Our research shows that what is delimiting about this potentiality in a time of identity exploration and formation are the constraining gender-binary roles available to young women particularly, and the performative pressures teachers are experiencing.

Considering the gender identity as a crucial aspect of the culture that shapes our daily life and recognising the research gap on this topic in the context of sustainable education, the paper describes the quantitative cross-sectional study on gender identity of students and teachers comparing the respondents by their age and sex. Three age groups (106 female and 62 male) participated in the study: 18-19-years-old pupils from comprehensive and vocational schools (n=59), 20-15-years-old university students (n=52) and 24-64-years-old teachers working at respective schools and universities (n=57). The original Bem Sex Role Inventory was administered to measure the individual gender identity types of masculinity, femininity, and androgyny. The majority of respondents from all age and sex groups described themselves as androgynous. Male and university students featured the scattering of scores more toward masculinity, while the scores of female, pupils, and teachers were more inclined toward femininity. No statistically significant differences were found among the three age groups, while sex appeared to be more influential factor causing significant differences between male and female in terms of gender identity with male's inclination toward masculinity and female's inclination toward femininity. Dominance of androgynous individuals challenges the current approaches to the gender education in the context of sustainable development.

This study was aimed at identifying associated barriers to entry of male teachers into early childhood teaching and to understand the gender inequality and the shortage of male role models for early learners at private schools of Karachi. A qualitative research was conducted with phenomenology as the chosen inquiry method. A purposeful sample of six in-service educators was selected from four private schools in Karachi two male post-secondary teachers, two female early childhood teachers and two private school female heads. The data were collected using three semi structured interviews one for each sample sub type. The study revealed that the male teachers did not teach early learners at private schools due to poor pay; low male adult and child compatibility; the influence of gender stereotypes and societal norms on occupational choice and child safety concerns. To create gender neutrality of early childhood teachers, male participants expressed an interest to teach young learners if offered equitable pay and professional development opportunities, while female participants suggested increased pay and child protection policy implementation.

This research is an exploration of my evolving relationship with popular culture: as an activist, an educator, and a self-described pop-culture geek. As a biracial and queer woman working in the field of education, I am motivated to examine my own experiences with formal and informal methods of learning, addressing the social and political gaps in each. In exploring my own experiences growing up racialized, queer, and lower-class, I am making a clear case for the value of popular culture as a site of learning about aspects of identity that were often not discussed or were ignored entirely in the classroom settings to which I was exposed. Combining aspects of critical analytic autoethnography (Taber, 2012) with feminist discourse analysis (Lazar, 2007), I examine three key films: "Scream" (Craven, 1996), "Practical Magic" (Dunne, 1998), and "Disturbing Behavior" (Nutter, 1998), as well as three characters in these films whom I identify as having had a large influence on me as a teenager, particularly in fostering my ongoing (un)learning surrounding the willful subject (Ahmed, 2014). These three characters are Sidney Prescott from "Scream," Sally Owens from "Practical Magic," and Rachel Wagner from "Disturbing Behavior."

Women continue to be underrepresented in physics in the United States. This is while many Muslim majority (MM) countries have a high representation of women in undergraduate and graduate physics programs. While there is a growing awareness of this trend, little is being done to understand why and how this trend has manifested and how it can be used to inform broadening the participation of women in physics in the U.S. To better understand how cultural experiences can influence the pursuit of physics, this study examines the lived experiences of female physics faculty members in the U.S. who came from MM countries. The study draws on seven phenomenological interviews focusing on how cultural experiences shaped participants' gender and physics identities. The results reveal several possible hypotheses on differences and similarities in how physics and gender identities intersect in MM countries as opposed to what has been found in the West. In particular, expressions of femininity in MM countries can have a more constructive intersection with expressions of physics identity in ways that promote participation and persistence.

Purpose: There is a growing consensus among human resources researchers and professionals that a participative environment can enhance job satisfaction, commitment, employee motivation and productivity. Moreover, globalization has caused that organizations operate in a huge number of culturally diverse countries. Studies suggest that understanding national culture as a prerequisite to implementing management initiatives such as employee participation in decision-making (PDM) acquires special interest. Therefore, the purpose of this study is to investigate the influence of cultural values on PDM in European organisations. The fulfilment of this purpose entails the following specific objectives: to measure the level of PDM in each European country; to examine the relationship between the six cultural dimensions proposed by Hofstede in 2010 (power distance, uncertainty avoidance, individualism/collectivism, masculinity/feminity, long term/short term and indulgence) and the PDM level of the organisations studied; and to define the national cultural profile of organisations that promote PDM the most and those that do the least. Design/methodology/approach: One factor analysis were applied to test the proposed hypotheses on a sample of almost 25,000 workers in 31 European countries (from the 6th European Working Conditions Survey) to identify direct employee PDM corresponding to each organisation included in the sample. Multiple linear regression was performed to test the hypotheses about the relationship between PDM and Hofstede culture values. Previously, a correlation analysis was performed between the independent variables of the regression model to examine the possibility of bias in coefficient significance tests because of multicollinearity. Finally, it presented a ranking of the analysed countries according to their PDM, including the value of their cultural dimensions. This information could be used to define the cultural profile of European participative countries. Findings: The findings advance our understanding of how culture influencing on employee PDM in European organisations. Indulgence and masculinity are the most influent cultural dimensions. Moreover, results provide the cultural profile of those European countries that promote PDM the most and the least. Research limitations/implications: The research is based only on the perceptions of workers about their PDM but does not consider the managers' opinion. Moreover, the document analyses the national culture as a single value shared by all the inhabitants of a country without considering the subcultures existing in it. Furthermore, future research should be conducted to analyse the influence of other conditions (such as activity sector, company size and owner public or private) on PDM--culture relationship. Practical implications: This study can be aid to managers in understanding the cultural profile of the country where their companies operate and the cultural differences between their employees. In this manner, they could implement the appropriate practices to promote the direct participation of employees in decision-making. Originality/value: To broaden the knowledge, this is the first study investigating PDM across six cultural dimensions. The globalized and international business environment generates new challenges to multinational organizations that could pursue to increase direct PDM to get its benefits (a higher efficiency, performance, motivation, commitment and loyalty by the employee) in culturally diverse societies. The cultural values of the countries where organizations are located affect direct employee PDM. In particular, in this study, this occurs primarily with the variables masculinity, long-term orientation and indulgence. Moreover, this is a finding of high relevance because there is no empirical evidence in the effect of indulgence and long-term orientation on PDM because they were added later to Hofstede's values.

This paper is going to argue that the selected poems of renowned Indian poet Kamala Das are inclined to relocate both feminine and masculine identity through the politicized representation of body. Kamala Das' representation of body in her poems has always been viewed as a medium of re-historicizing the pain, sufferings, and psychological trauma that a woman goes through in a patriarchal society. Though apparently female body seems to be submissive under patriarchal dominance but this paper reveals how female body in Das' poems acts as a powerful agent over the male body. The objective of this paper is to analyze and evaluate Kamala Das' representation of body to understand the gender reality in a patriarchal society, to question the existing discourse of sexed/gendered identity, to find a new way of viewing to both female and male body. Echoing Beauvoir, Judith Butler and Hall, this paper is going to analyze how Kamala Das represents body as an important factor in her poems to fight back the normative concept of identity based on patriarchal sex and/or gender stereotypes.

Sociolinguistic and sociocultural features of the source language can be ideally transferred to the target language when the translator's cultural background knowledge has a high overlap with the source language culture. This signifies the crucial role of national cultural distance from the source language society in the quality of translation of culture-bound texts. To investigate the actual effect of national cultural distance on the quality of translation of culture-bound texts, the current study was conducted on two groups of participants including 38 German undergraduate students of English translation perceived culturally close to Britons (considered as the target language society) and 32 South Korean undergraduate students of English translation perceived culturally distant from Britons. Data were collected through a culture-bound text consisting of some news excerpts from The British Broadcasting Corporation (BBC) used as the translation quality assessment instrument. The analysis of independent-samples t-test revealed the significant positive effect of national cultural distance on the quality of translation of culture-bound texts. The pedagogical implications of the findings suggested incorporation of cultural features of the source language society into every translation course.

This study explores Grade 4 school children's experiences of cross-sex relationships in a co-educational farm school in uMgungundlovu district in South Africa. The aim is to understand if and how constructions of gender bear on young children's social relations at the school. Informed by children's geographies and new sociology of childhood studies, this study uses data from semi-structured interviews and photo-voice imagery based on a qualitative narrative study of three girls and three boys aged between 9 and 12 years. The study found that children's experiences of cross-sex relationships were deeply entrenched in traditional discourses of masculinities and femininities. These rigidly constructed discourses of gender were found to constrain possibilities and fluidities with which children navigated places and spaces of cross-sex relationships in the school. The hegemonic regulatory power of gender norms was a yardstick, informing children's organisation and performances of cross-sex relationships even if some children had developed creative ways of subverting dominant gender norms in how they navigated in cross-sex relationships. The study argues for the liberalisation of gender norms, in order to allow children to freely -- without being constrained by their genitalia -- take subject positions of gender in cross-sex relationships. This would promote sustainable equitable gender relations, as children learn how to engage in cross-sex relationships, beyond the constraining prescripts of dominant masculinities and femininities.

Present article addresses studying tolerance as a factor of personality stability, which manifests on the level of interpersonal relationships and on the level of intra-personal system of stressors resistance. The article includes theoretical analysis of the tolerance construct as an integrative personality formation. It explores the question of psychological stability of a personality in the context of tolerance modes. We present the results of an empirical study in college students, which define the presence of systemic connections between external and internal tolerance modes on the basis of positive connections (between acceptance of interaction partner and emotional stability; between feminine traits and level of general and ethnic tolerance; between masculine traits and emotional stability), as well as negative connections (between tolerance towards others and ability for independent decision-making in emotionally strained situation; between character traits, which are defined by organic lesions of the nervous system and communicative tolerance; between delinquency, predominance of masculine traits and level of general tolerance or tolerance as a personality trait; between extroversive personality orientation and tolerance as a personality trait).

Problem Statement: Known as basic elements directing individuals' lives, cultural values are hidden cultural elements that influence all evaluations and perceptions. Values, in that sense, are elements individuals are aware of and provide the answer to the "what should I do?" feeling (Schein, 1992). Critical pedagogy is a project based on defining what education basically is and questioning traditional education mentality (Yilmaz & Altinkurt, 2011). The purpose of critical pedagogy is to transform educational practices and school by creating an atmosphere where teachers and students develop common sense through theory, practice, and critical analysis and where they can question and discuss the effective relationships between learning and social transformation (Giroux, 2007; 2009). Purpose of the Study: This study aims to assess the relationship between teachers' opinions on cultural values and critical pedagogy. Method: The study is in a survey model. The sampling of the study consists of 304 teachers working in Kutahya province centre. Data was collected through Cultural Values Index and The Principles of Critical Pedagogy Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation analyses were used in the analysis of the collected data. Findings: The findings suggest that teachers see the society with high power distance, above moderate level in terms of avoiding uncertainty and individualism and close to feminine values. It was also found out that teachers showed a moderate level agreement in critical pedagogy principles and its sub-dimensions. Participants' total scores related to critical pedagogy principles and their opinions on educational system sub-dimension were revealed to differ based on gender variable. Participants' opinions on cultural values and critical pedagogy principles do not differentiate according to tenure and fields of study. There are significant relationships between teachers' opinions on cultural values and critical pedagogy principles. Conclusion and Recommendations: This study considers teachers' scores related to cultural values dimensions, which include Power Distance, Uncertainty Avoidance, Individualism versus Collectivism, and Masculinity versus Femininity. Teachers voted critical pedagogy principles in a medium-level. They showed the highest participation successively in functions of schools, education system and emancipator school levels amongst others. While the participants' perception of the power distance, individualism versus collectivism, and masculinity versus femininity in the society increase, the positive views about the education system sub-dimension increase. Furthermore, while the participants' perception of the power distance, individualism versus collectivism, uncertainty avoidance, and masculinity versus femininity in the society increase, the positive views about the functions of schools decrease. While the participants' perception of the power distance in the society increase, their participation in the views of the emancipator school sub-dimension decrease. While the participants' perception related to the uncertainty avoidance increases the positive views about the Critical Pedagogy decrease.