AN EVALUATION OF THE IMPACT OF GENDER ROLES AND GENDER ROLE ORIENTATION ON THE ACADEMIC ASPIRATION OF SELECTED STUDENTS OF UNIVERSITY OF LAGOS (original) (raw)

The Aspiration of Departement in College by Gender Tendency

KnE Social Sciences, 2019

Interest in this research arises from one of the things that sometimes escape the attention, namely the gender tendency toward a major in college. This study used final teenage data at first year students at Yogyakarta State University to see how gender differences can represent aspirations for science and social-humaniora majors. Data were collected using a scale. Scale was distributed to 425 respondents by sampling propotioned cluster random sampling. Using the survey method we found that men dominate in the exact plane of about 62.5% and women about 37.4%. The opposite is shown in the non-exact plane dominated by women with a percentage of about 80.4% and about 19.5% of males. This difference is also supported by other factors such as the importance of achievement beliefs in the department, and gender stereotypes in the community that are still inherent. This research is expected to contribute to the literature on career development and can form the basis of the formulation of ca...

Factors Influencing Academic Aspiration of Females in Ezeagu Local Government Area of Enugu State

Open Journal of Social Sciences, 2020

The study considered factors that influence educational aspirations of females in Ezeagu Local Government Area of Enugu State of Nigeria. Two purposes and two research questions were formulated to guide the study. Descriptive survey study design was used to carry out the study. The population of the study was all the married and unmarried adults resident in the rural part of the eighteen communities that make up Ezeagu Local Government Area, which stood at 169,718 by the 2006 population census. A structured questionnaire entitled "Educational Aspiration of Ezeagu Females" was designed and used to collect data from respondents. A randomized multi-stage sampling technique was used to select 700 respondents of both married and unmarried males and females in the Local Government Area. The 18 communities that make up the Local Government Area were grouped into four zones for easy sampling and data collection namely: Agu-obu, Akam-ezi, Obele-ofia, and Okpolo-agu. The instrument for data collection was a four-point likert scale of Strongly Agreed (SA) = 4 points, Agreed (A) = 3 points, Disagreed (D) = 2 points, Strongly Disagreed (SD) = 1 point. Items with mean score of 2.5 and above were accepted as agreeing with factors affecting educational aspirations of females in Ezeagu Local Government Area of Enugu State, while items with mean score below 2.5 were not accepted (rejected). Results showed that most married women that did not acquire university education did not have interest in sending their female children to higher schools having accepted their own status as ideal. Results also showed that while most men acknowledged the complementary values of women with higher academic qualifications to their husbands, most other men see higher education ventures for females as deliberate waste of funds. Based on these findings, recommendations were made, which included that both the local, state and Federal Government should carry out adequate enlighten-How to cite this paper: Ngwoke, R. I. (2020). Factors Influencing Academic Aspiration of Females in Ezeagu Local Gov

Gender Enrolment Status in Higher Education Courses: A Situation Assessment and Analysis of a South Eastern Federal University

For two decades now, there has been a heightened interest on gender equity in educational access. This interest is stimulated by the realization that one of the most effective strategies for promoting economic and social development in developing countries is education for all. In recognition of the positive impact of girl-child education, various organizations (UNICEF, UNESCO, CEDAW, CIDA, FAWEN ) have mounted many intervention programs and campaigns aimed at closing the wide gender gap in access to and achievement in education in Africa. A situation assessment and analysis on gender enrolment status in different countries by UNICEF in 2003 indicated that significant gender disparities still exist in many African countries. Though Nigeria made meaningful progress in ensuring gender equity in this area at the primary education level with a gender gap ratio of only 5 percent, however, being a highly patriarchal society, home and societal roles are still gender stereotyped. This is reflected in the admissions into different higher education courses in the universities. This paper assesses the gender status in enrollment into different faculties in a south eastern university in Nigeria. Enrollment status by male and female students into arts and science based courses offered in this university from 2008 to 2011 was assessed. Four research questions guided the study. Results indicated that in spite of the profuse efforts made so far to bridge the gender gap in education access in Nigeria, many higher education courses are still being construed as either masculine or feminine. Evidence of this gender gap, it is hoped, will sensitize the government, educational institutions and the general public on the current gender situation in human capital empowerment for necessary interventions.

The Role of University Education in the Determination of Gender Perception: The Case of the Gazi University

2012

The sociologists separate the gender in two parts namely biological gender and social gender. The biological gender points out to the biologic differences in male and female bodies. The social gender concept is defined in the literature as socially determined personality traits of both men and women as well as their roles and responsibilities. In the definition of social gender, not the biological differences but the values, expectations, judgments and roles relating how the society sees us, perceives us, what the society think of us and how they expect us to behave as a men and women. While the society expects the roles of "motherhood" and "spouse" from the girls the men are expected to fulfill the roles of "securing the household income", "employment" and "success". Within this scope, a study has been undertaken to determine the fixed judgments of the students who are studying at Gazi University on the subject of social gender issue and the social, cultural and economic reasons that effect these judgments. The study is realized with the participation of 837 students studying in different faculties of the university. In order to observe the affect of the educational institution on the social gender perception, the same questionnaire was used both on the first and fourth year students and their social gender perceptions along with effect of the university education on possible changes on these perceptions are discussed. Of the male students covered by the survey, 42.2% think that "women cannot be good managers", 41.4% that "politics is not for women", and 39.8% that it is better for women to work in those areas which are traditionally defined as women's areas. Our study has tested and confirmed the hypothesis that "female students have more egalitarian values than male students". Female students have been observed to be more open than male students to changes concerning gender roles.In our study, significant differences were not found between the first-year and fourth-year students in their gender perceptions. Consequently, the hypothesis in this regard has not been confirmed. The mother's working, as a determinant of her socioeconomic level, influences her children's perceptions of gender roles.

Academic Performance as a Function of Level of Aspiration & Gender – A Comparative Study amongst Different Streams of Education

The present study examines the level of aspiration of students belonging to different streams of education and its impact on academic performance. The sample of the study consisted of 717 students (358 males and 358 females). The age range of the sample was 18 to 19 years. Tool used for measuring level of aspiration was Level of Aspiration Measure developed by Dr. Mahesh Bhargava and Prof. M A Shah. Goal Discrepancy Score is the difference between aspiration and the achievement on the same trial. The percentiles of marks obtained in the last qualifying exam were treated as an indicator of academic performance. For inferential purpose the data was treated with ANOVA and Scheffe's test of Multiple Comparison. The findings of the study revealed that no significant difference exists between Academic Performance of students with high and low achievers belonging to Engineering and Management streams of education; however there exists significant differences between academic performances of students with high and low Level of Aspiration belonging to Law fraternity; with students showing low Level of Aspiration performing better than students with high Level of Aspiration. There exists no significant difference between academic performance of boys and girls with respect to Level of Aspiration in engineering stream. However, there exists significant difference between academic performance of boys and girls with respect to Level of Aspiration in Management and Legal streams of education. In both the streams girls outshine boys.

Gender Differences in Higher Education Degree Choice

EDULEARN18 Proceedings, 2018

Choosing and enrolling in a higher education degree and, consequently, selecting a profession, is still conditioned by social and cultural factors characterized by gender stereotypes that continue to attract more men to technical and technological careers and more women to teacher training and social work. However, the nature of gender inequities changed over the recent decades, becoming more complex. This complexity can be observed in the men and women's career preferences. Even considering that vocation influences the choices, the stability that some careers represent, regarding the immediate access to employment and to reasonable salaries also influences the options made by men and women. Besides that, literature has been highlighting that both the students' self-perception and the perceptions about degrees and social encouragement also influences their choices. This study analyses the perception that higher education students have about themselves and the degrees they have enrolled. More specifically, it analyses the gender stereotypes that persist within themselves and their perception about the assumed affinity between gender and areas and professions. The study follows a quantitative methodology approach, using a questionnaire for data collection. The questionnaire was structured based on reference literature about gender stereotypes, gender differentiation in higher education and the values about professions. Students from 6 degrees in different areas participated in the study (social work, nursing, teacher training, engineeringinformatics and mechanics and sports). Data were interpreted through a multivariate analysis with the independent variable gender and degree, to assess the differences in the questionnaire responses. There seems to exist an image of man and woman associated with some degrees and professions. Although all of the students assume a complete freedom of choice for enrolling higher education degrees, the options seem to be determined by social and gender stereotypes and also by professional stability.

Determining the gender role attitudes of academic staff and the affecting factors

2019

The aim of research is to determine the attitudes of academicians towards social gender role and the factors affecting it. The research was carried out in a state university of a city in Central Anatolia Region of Turkey. As the number of population is known in the sample of the research, 320 participants were included in the study. The data of the research was collected by using Personal Information Form and Gender-Roles Attitude scale (GRAS). The data was analyzed with SPSS 22 program. While %74.3 of Academic Staff state that men and women do not have equal rights in Turkish society, % 67.1 suggest this inequality is caused by biological features and %60.9 note that they have experienced social gender discrimination. Total average scores of GRAS of male academicians have been found out to be statistically significantly higher than those of female academicians (p<0.05). There is also statistically significant difference between the subscales of egalitarian gender, female gender and gender in marriage by the educational status of academicians’ parents (p<0.05). When it comes to the subscales and total average scores by the age and family type of academicians, there is no statistically significant difference (p>0.05). It has been revealed that the academicians in the research have a general attitude of traditional social gender role. A crucial number of them do not have knowledge about the term of social gender, and more than half state that this is because of biological features while one-fourths point the reason as illiteracy. The academicians who have not experienced social gender discrimination have an egalitarian perspective than those who have. Male academicians can be said to have more egalitarian attitude towards social gender role than female ones.

Factors Hindering Women’s Aspiration for Tertiary Education in

2016

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