Gender Biasing and its Effect of Society and Feminism (original) (raw)
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Perception of the Youth on Gender Biases in Modern Society
CERN European Organization for Nuclear Research - Zenodo, 2020
Gender equality is the unfinished business of the 21 st century"-Elizabeth Broderick Gender equality has been an issue all over the world from ancient times. Since ages, women, in society, have not been treated at par with the males and gender inequality has been existing. Since the few years, there has been a great emphasis on treating all human being equal irrespective of their gender. We are in the 21 st century and we are still talking, discussing and finding solution for gender discrimination, gender inequality etc. This is a worldwide subject that seems to get "better" as the years go by but unfortunately it doesn't seem to have an end. Our spiritual beliefs consider women as deities on one hand and yet society fails to identify her as a human being first on the other. The search of equality between genders is fuelling a never-ending war between women and men. Gender bias exists in every aspect of society-from the workplace to the political arena. In modern society gender inequality is the unequal treatment of someone based off their gender rather than their varying skills, abilities, and characteristics. Abolishing all kinds of discrimination in our societies is a responsibility of everyone, regardless of gender, economic, political, or social status. Many efforts have been taken in the past to get rid of this unequal gap between genders. Gender affects every aspect of our life, from how we feel about ourselves and set our goals in educational, recreational and work opportunities as well as the nature and extent of our participation in social and civic life. It has a strong impact on the way we practice our religion, the way we dress, the way we express our feelings and the nature of all of our relationships with others. Gender bias can refer to slightly different beliefs or attitudes: 1. The credence that one gender or sex is lower to or more valued than the other which is either female or male chauvinism. 2. The attitude of hatred of females (misogyny) or hatred of males (misandry); as well as the attitude of imposing a partial and/or false notion of masculinity on males and femininity on females, or vice versa. 3. A feeling of distrust towards the opposite or same sex as a whole. Even today, gender biases are still predominant in the society and is visible at home, workplace and community around. The researcher thus wants to find out the Perception of the Youth on Gender Biases in Modern Society. Need and Importance of the study: The present study will help to find out the Perception of the Youth on Gender Biases in Modern Society. Statement of problem: Perception of the Youth on Gender Biases in Modern Society Aim of the study To find out the Perception of the Youth on Gender Biases in Modern Society and to analyze the rate of biasness at place of work, home and society. Research Questions: 1. How does the youth perceive gender biases in modern society? 2. Are the women of today facing the same discrimination as compared to the women of earlier times? 3. To what extent does gender biases take place in work, home and society? AMIERJ Volume-IX, Issues-I
Bias Gender Dalam Atribusi Guru Terhadap Keberhasilan Dan Kegagalan Akademik Siswa
2003
This study was aimed to test statistically the relationship between gender bias and teacher’s attribution towards student’s successes and failures, to measure the strength of influence of the aforementioned variable on the dependent variable, and to explore empirically the existence of such bias in teacher’s attribution. Three hypotheses rose from theoretical analyses to the problem. Firstly, there are relationship between gender bias and teacher’s attribution towards student’s successes and failures. Secondly, there are significant difference between teacher’s attribution toward male and female students in which achievement of male students more attributed to their internal capability, whereas female student’s achievement attributed to external factors, which are degree difficult of the task and luckiness. Thirdly, there are significant differences between teacher’s perception, in respect to their sexes, about suitable areas of career for male and female students. This research was...
The SAGE Encyclopedia of Psychology and Gender
Gender Bias in Education is an insidious problem that causes very few people to stand up and take notice. Over the years, the uneven distribution of teacher time, energy, attention and talent with boys getting the lion's share, takes its tolls on girls. Whatever be the cause there is a gap in enrolment. The social barriers standing in the way of girls attending schools-poverty, compulsions of older girls in family having to look after the home and siblings, the conceptions or misconceptions that girls don't need education and that what is taught in the schools is irrelevant to them, parents seeing limited economic benefits in educating daughters, lack of women teachers and separate schools for girls, supportive facilities and transport facilities, all these inhibit parents from getting the girl child enrolled. There is also a gap in retention of girls in schools even if they enrol at the primary stage. The gender discrimination in schools is an extension of what we think in the family, in society and the community in which we live. The gender bias in education reaches beyond socialization patterns: bias is embedded in textbooks, lessons, language and teacher interactions with students. This type of gender bias is a part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom. The present paper intends to highlight these issues and challenges which need attention and suggests appropriate strategies so that the gender positive environment is reinforced in educational system.
Modern Slavery Gender bias, and its corollary, gender equity, describe the comparison of opportunities and treatment available to males with those available to females. Today, gender roles are observed and discussed in societies and cultures worldwide. The practice of gender bias, or gender roles can be unconscious or conscious. For example, in a grade school classroom, a teacher (female or male) can be gender biased by calling on young boys more than young girls to answer questions or to encourage boys' participation in class discussion. The teacher's gender bias may stem from the belief that male students might have more to contribute to the classroom environment than females. As a social problem, gender bias can appear in various social contexts: Politics, , religion, the media, etc. Even how spoken and written language is structured reflects gender bias, such as use of the pronoun he as the generic word to represent both men and
GENDER DIFFERENCES AND BIASES IN THE WORKPLACE
Gender equality in the workplace has been a major concern for almost all the organizations and countries. Even in most developed countries we cannot find complete gender equality in true sense. This paper aims to discuss whether there is gender biasness in organizations or not? Gender biasness is considered as a major constraint towards the development process in any of the country and thus we have made an attempt to determine the root causes for gender gap that persists in our society. Also considering gender in the office is vital to encourage productive office environment and create a space that ensures both genders thrive. Jennifer Berdahl explains "Women tend to prefer egalitarian norms in work groups, whereas men favor hierarchical structures," in a study published in the journal Group Dynamics: Theory, Research and Practice. We have tried to investigate the differences on certain parameters like perception towards work and colleagues, workplace environment, satisfaction levels, salaries etc. Under the study, we have highlighted some basic causes of gender disparity against women including ignorance of female at higher positions, maternity leaves, lack of opportunities for promotion and so forth. We, therefore, have provided some policy implications for further improvement of the gender situation in the country
The Social Research on the Experience of Unconscious Gender Bias
2018
The objective of this research is to discuss how Sociology contributes to identify "the experience of the unconscious gender bias" against female scientists and to assess its impact on their career development. This research is at the first stage of three-year research project 1. The final aim of this research is to identify the social factors that sustain a positive research environment for the female scientists. This research focuses on the daily communication in the research laboratory settings and tries to find some answers to the methodological questions of how it is possible to investigate the experience of unconscious gender bias by the social research and how it is possible for a person to be aware of the unconscious gender bias against them in the daily communication.
GENDER BIAS AND SOCIO-ECONOMIC PROBLEMS OF WOMEN ...
2014
The condition of women in a society is an index of that society's place in civilization. India is a multifaceted society where women's status is heavily dependent on many different variables that include geographical location (Urban/Rural), educational status, social status (Caste and class), and age. As such, women and girls have restricted mobility, access to education, access to health facilities and lower decision-making power, and experience higher rates of violence. Despite existing reservations for women, their political participation is also hindered even at the panchayat (local governing bodies) level and also at the state and national levels. Policies on women's welfare and empowerment exist at the national, state, and local (panchayat) levels in many sectors, including health, education, economic opportunities, and political participation etc. However, there are significant gaps between policy advancements and actual practice at the ground level. This paper attempts to study the gender inequality and socioeconomic problems of women in India. Besides this, the paper also examines various issues which the women are facing in India.
Forum on Public Policy Online, 2014
The philosophical anthropologist Dorothy Dinnerstein, in her 1976 work The Mermaid and the Minotaur: Sexual Arrangements and Human Malaise, argued that in order for us to address the excesses of male-dominated rule in society (militarism, rapacious consumerism), we must attack the root cause of patriarchy-women's domination of early childcare. In Dinnerstein's analysis, dangerous and unsustainable excesses of male and "masculine" authority in adult life (excesses linked to men's domination of political and economic institutions) arise from dangerous and unsustainable excesses of female and "feminine" authority in childhood (women's domination of childcare). Our misogynistic tendency to make women second-class in the highest-status areas of political and professional leadership arises from our lingering, childhood resentment of women's power over us as we experienced it in childhood. Therefore, in order to get rid of our misogyny, we must give men half of the work, responsibility, and authority associated with childrearing, according to Dinnerstein. While men's resistance to such anti-sexist reform is well known, women's resistance anti-sexist change is, perhaps, less generally understood. Therefore, this article draws from Dinnerstein's philosophical framework in critically examining and comparing various manifestations of gender bias in women, including the following: scholarly documentation of maternal gatekeeping behaviors (behaviors of women in the home that may prevent men from having equal authority and responsibility in childrearing); women's sometime tendency to discourage other women from advancing in workplace status; women's historical resistance to political innovations, such as the Equal Rights Amendment in the United States, that would advance women's political and professional status; and the misguided effacement of the "feminine" work of childhood educators by some "child-centered" women scholars in the education field.
THE STUDY ON GENDER BIAS AMONG WORKING AND NON –WORKING
Millennium development goals highlight the priority accorded to gender Equality and women's right as core issues of development. Achieving goals relating to Gender equality and gender empowerment are critical for achieving all the major MDGs. However, South Asian countries and India are societies with strong patriarchal norms and high degree of son preference. Consequently, gender discriminations are pervasive. This has been a long recognised problem with resurgence of research interest on the subject. Gender discrimination and continued gender gap have been the most persistent social problems facing the global community. These problems have received considerable attention particularly during the past three decades through a series of initiatives at international, regional and national levels. This process was formally initiated through the programmes centring on the international women's year in 1975. In this particular study the investigator has tried to " the study on gender bias among working and non-working women ". The sample of the study comprises of 300 working and non-working women. Gender bias scale developed by investigator Department of education A.M.U, was used for data collection, t-test when applied on data revealed that the result is 0.5 level of confidence
Gender Discrimination: Women Perspective
The study documents the perception of women in discrimination in various aspects in a male dominated society. The study was designed as a descriptive study based on sample survey. The total of 200 women was selected randomly for this study. The study findings show that there is a discrimination against women in various aspects. Women are aware of discrimination in the societal and household levels. They perceive more discrimination in the societal level comparing to household level. Married women perceive more discrimination in mobility, property, occupation, and education. Similarly, unmarried women perceive more discrimination in mobility and way of behaving. They consider gender and customary practices as major factors responsible for discrimination.